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DETERIORATION 



AND 



BACE EDUCATION. 



WITH 

PRACTICAL APPLICATION TO THE CONDITION OF THE PEOPLE 
AND INDUSTRY. 



BY y 



SAMUEL ROYCE 



THE SACREDNESS OF HUMAN LIFE INCREASES WITH CIVILIZATION. 



^' 





NEW YORK: 
PRINTED BY EDWARD O. JENKINS, 

20 NORTH WILLIAM STREET. 
1878. 






COPYRIGHT, 1877, BY 

SAMUEL ROYCE. 



PREFACE; 

OE, 

LETTER OF INTRODUCTION. 



I\Iy Child : — Amid the severe pressure of daily 
labors and cares I have tended you. Under depri- 
vation and humiHation I had but a cheerful coun- 
tenance for you. Many a long winter's night I 
have watched over you, nursed and taught you un- 
til the sun rose, and my weary head without repose 
entered upon the struggle of the day. It is time 
you go forth and stammer your lesson to the world. 
Your dress is simple, for service and not for parade, 
but your armor shall make you strong in battle. 

There is no loss of force. The life and spirit of 
my sweet little Julia, wdiich floated away from her 
v/hile I attended to you and your wants, will be with 
}^ou ; and however much you may be abused, never 
mind, if only thereby other children will be treated 
more tenderly, and will be kept alive and be made 
happy. 

The perishing masses are the import of thy mes- 
sage ; nothing can save them but an Education 
aiming in all its parts at the preservation of the 
individual and the race. Nothing but the solidar- 
ity of mankind, or, in more homely phrase, the 



4 PREFACE. 

feeling of mutual responsibility, can give stability 
to society tottering to its very base. Want almost 
general can only be allayed by industry as uni- 
versal. Home, the school of great and small, 
health of body and mind, city and country, in- 
stitutions, and whatever influences the well-be- 
ing of individuals and States ; the jail, the hos- 
pital, the battlefield, the shop and the banking- 
house, the past as well as the present, whatever 
touches man, is part of thy message — be brief, but 
hide nothing. 

Proclaim the true spirit and principle of Educa- 
tion ; when you will have done that, the people 
will know the rest, as Education embraces the whole 
of life, and ten thousand times ten thousand rules 
would leave the subject as incomplete as ever. 

When your message, burdened with facts and 
figures, fatigues the listener, retire not unwillingly 
to the shelf, satisfied that the solidity of thy argu- 
ments will secure to your message another hearing. 

And now, child of my riper age, of many labors 
and anxious hours, I trust you and your message 
to justice that never fails in the end. 

May success attend you, not for my sake, nor for 
your sake, but for the sake of the Education of the 
Race, and the saving of the masses that perish 

to-day. 

THE AUTHOR. 



CONTENTS 



Preface, ,,,... 




• 3 


Introduction, . » . . 




9 


Race Deterioration 




• 13 


Rate of Mortality, 




18 


Rate of Insanity, .... 




. 22 


Rate of Crime, , . . . 




29 


Blindness and Deaf-mutism, 




. . 38 


Unfitness for the Military Service, 




39 


Factory Population, 




. 41 


Consumption, .... 




42 


Scrofula, ..... 




. 45 


Changes of Mortality Rates, 




47 


General Deterioration, 




. . 48 


Pauperism, ..... 




49 


Remedies, ..... 




. . 58 


Education and Race Preservation, 




62 


Degenerated Tribes, 




. . 65 


Degeneracy in Tenement Houses, 




66 


The Evolution of Education, . 




. . 67 


Heredity, 




. 69 


Race Education Defined, 




. . 76 


Race and Scholastic Education, . 




80 



6 CONTENTS. 

Race and Scholastic Education compared, . .82 
S3^stems of Education, . . . . . . 90 

Race and Individual Education, .... 100 

Race Education further Expounded, . . .105 
Race Education and Division of Labor, . . .111 
Woman's Work, . . . . . . .112 

The School and the Home, . . . . • 115 

The Development of Education, . ■ . . . 117 
Our Civilization and Deterioration, . . , .119 
Education and Individualism, . . . . 121 

Race Education and Hygiene, . . . , .124 
Kindergarten, . .".-.. . . 133 

Education and Social Science, . . . . . 146 

Industrial Education, . . . . . . 152 

The Progress of Industrial Education, . . .161 

Industrial Education in the United States, . . 170 
The Progress of CivilizatioUy ..... 185 

The Progress of General Education, . . . 251 

Cost of Education and of Crime, .... 261 

Does- our Common Education Prevent Crime? . 263 
Does our Common Education Prevent Pauperism ? . 263 
Intellectual Pleasures, ...... 264 

Education and the State, . . . . . .265 

Education and our Financial Crisis, , , . 266 
Eras of Civilization, ...... 269 

The School the Miniature of the World, . . 269 
The Period of Crime and of Education, . ^, . .270 
The Half-time School System, . . . .270 

Our Wordy Education, . . , . . .271 



CONTENTS. 



7 



Education and Industrial Labor, . . . .272 

Race Education Described, . . . . .291 

The Education of the Old Greeks, . . .292 
The Education of Massachusetts, . . . '294 
The Demands of Race Education, . . . 295 
Race Education and a Rational Idealism, . . 298 

The Claims of Classical and Scientific Education, . 303 
The Proper Employment of Time, . . . •332 

Men and Women, and their Spheres, . . . 334 
Industry, Health, Comfort, and Happiness, . . 335 
The Science of Things, ..... 335 

The Cultivation of Altruism, . . . . -337 

Laborers must make a Market for their Manufactures, 2>?)'^ 
The People and their Homes, .... 348 

The Scourges of Humanity, .... 424 

Our Resources and our Greed, .... 460 

The Threatening Danger, ..... 478 

The Duty of the Nation, ...... 478 

The Education that is Wanted, . . . ,479 
Index, 489 



INTRODUCTION. 



Deterioration is the foundation of our work, 
which we bring forward, that we may convince men 
of the necessity of aiming at race amelioration. 
Certainly, the gradual descent from the meridian 
of life to natural death is but an inevitable process 
of individual deterioration, and when, again, whole 
species and genera of plants and animals become 
extinct, as the geological strata attests, that is 
general deterioration. The whole of life, therefore, 
is a constant struggle of the individual and the race 
against a world of hostile forces ever tending to 
deteriorate them. 

A healthy rural population crowding into un- 
wholesome city quarters, and transmitting to an en- 
feebled progeny a constitution deteriorated by the 
conflux of adverse circumstances is not unworthy 
the attention of men. 

The removal of the preventable causes of deterio- 
ration becomes the more urgent in this country, 
where a comparatively new soil and a foreign 
climate conspire against the exogenous white 
race, as has been noticed from Buffon down to our 
day, and is patent to every observer from the lesser 
development of the muscular system, the narrow 
chest, the pale face, the delicate constitution, the 



10 INTRODUCTIOKf. 

premature dental decay, the greater frequency of 
consumption, especially among the female sex, and 
the small fertility even of foreign born women after 
their acclimatization. 

Society and the means of preventing ever present 
morbid tendencies from settling into abnormal and 
anti-social formations must be the chief study of the 
future teacher in our normal colleges. 

We recognize the importance of the study of man, 
but, alas ! look for it in musty chronicles instead 
of in the living present spread out before us like a 
feast. We might just as well seek the key to the 
enigma of life among rattling bones. 

What a world of thought the structure of a pros- 
perous society presents to us ! and what lessons are 
to be compared in importance to those the morbid 
conditions of society offer us. 

The application of physical, mental and social 
hygiene to the physical, mental and social degeneracy as 
vianifested by an excessive rate of mortality, insanity, 
pauperism and crime is the great work of . the 
teacher. 

This truth is sure of finding acceptance at last, 
as we are beginning to be oppressed with taxes for 
the erection of hospitals, mad-houses, jails, poor 
houses, asylums for the blind, the deaf, the dumb, 
the idiotic, etc., etc., all the fruit of sin or our indif- 
erence for man, his happiness, or misery. 

The very word Education in our day suggests 
the school, studies, hieroglyphics, and what not. 
The writer of this work sets out with an inquiry 
into the condition of the people, and from a vast 



IN- TROD UC TION. I j 

array of facts relative to the increase of the rate of 
mortality, insanity and the deepening dye of crimi- 
nality comes to the conclusion that the human race 
is threatened by degenerating tendencies. 

The author next gives a rapid sketch of the opin- 
ions of the great thinkers of the world — past as 
well as present — concerning the cardinal principles 
of Education, and proceeds to establish his own 
doctrine of Race Education, or Hereditary Culture. 
He endeavors to prove that the preservation of the 
human race is the primary function of Education 
He shows that a true Education must be organic 
and of a nature to become hereditary. He con- 
trasts the proposed Race Education with our pres- 
ent scholastic tatooing. He sketches the history 
of general and industrial Education, as well as of 
civilization. The claims of classical and scientific 
Education are fully examined. The necessity of 
organizing kindergartens is dwelt upon ; woman's 
work in society and civilization is shown, and 
Education exhibited as a social science. Pauperism 
is considered as the great deteriorator of the race, 
which must be combated by industrial Education. 

The work concludes with the application of the 
principles of Race Education to the present crisis, 
and especially to the American people, to whom an 
appeal is made to do its duty to the rising gener- 
ation, for whom to live it is our duty. 

A hollow and self-seeking literary foppery fills 
the heads, empties the hearts, and weakens the 
hands of men. Work is the coordination of all the 
pov/ers of man, educating them all, and developing 



12 INTR OD UC TION, 

in him the capacity and the will to serve mankind 
efficiently. The world, says Francis Bacon, has 
grown old with age, and goes to school to the lo- 
quacious childhood and puerilities of the boyish 
Greeks ; this is trifling, contemptible, and degrad- 
ing to modern civilization. Their sience is but 
sophistry, and their history a fable ; all idle, fruit- 
less talk, without a single experiment to elevate or 
assist mankind. It is like the countenance of a 
virgin with monsters fastened to the womb, bring- 
ing forth barking and nothing else. Such is an- 
tiquity, in the words of the great Chancelor, and 
such is the Education of our youths, who should be 
trained to will and to do and to save a perishing 
race. 

The range of the work, the variety of the topics 
and their importance, all bearing upon the health 
and wealth of society and upon Education are such, 
that parents, teachers, social students and friends 
of humanity in general, we hope, will welcome it as 
a storehouse of facts and valuable suggestions. 



DETERIORATIO 



AND 



RACE EDUCATION. 



PART FIRST. 



RACE DETERIORATION. 

Writers and thinkers, according to their stand- 
point or method of investigation, base their sys- 
tems of Education upon religious or philosophical 
principles, as God-likeness, duty, humanity, useful- 
ness, happiness, etc. 

Most children are not educated at all. They are 
simply taught the three R's. Many are brought 
up to get along in the world, no matter how the 
world gets along ; and a small minority is taught in 
schools devoted to the promotion of learning, but 
regardless to the advancement of humanity, while 
denominational schools care more for the propaga- 
tion of their peculiar tenets than for anything else ; 
and only the fewest children are educated upon 
anthropological principles. 

Upon a careful study of the social condition of 

(13) 



14 Race Deterioration. 

the people, we venture to advance the principle 
that the general tendency of human deterioration 
must be counteracted by Race Education aiming 
directly at race amelioration. 

Statistics prove that a deterioration of the physi- 
cal, mental and moral tone of mankind, induced 
by the present state of civilization, is undermining 
the race. 

Many Utopian theories have been advanced 
against the various ills of society, but a race ame- 
liorating Education alone can stop humanity in its 
downward career. 

Pauperism, with all the misery and barbarity in- 
separable from it ; drunkenness, crime and insanity, 
a growing morbidity, leading through heredity to 
race deterioration, and a fearful infant as well as 
adult rate of mortality, such are the tendencies 
that surround us on all sides, and must be com- 
bated by Race Education. 

Maintaining, as we do, that the one great aim 
of Education must be to counteract the cause of 
human deterioration, the first step in our inquiry 
must be to prove the actual existence of such fatal 
agencies. Deterioration is contingent on our pres- 
ent state of civilization, as labor, especially in fac- 
tories, is productive of metal, mineral, vegetable 
or animal dust and deleterious gases, all favoring 
phthisis. Not infrequently rank poison, such as 



Race Deterioration. 15 

copper, lead, arsenic, phosphorus, etc., have to be 
handled and are absorbed by the system. Many 
manufacturing processes require degrees of heat or 
moisture varying from what the human body can 
well bear ; and often the posture of the laborer, 
attending one or another technical operation, inter- 
feres with the free action of one or more organs. 
Mines, barracks, damp and dark tenements, filthy 
lanes, crowded towns and factories, penitentiaries, 
want, commercial crises,^ epidemics, poverty, rfiisery, 
degradation, drunkenness, tobacco, opium, and other 
influences too numerous for mentioning, contribute 
to this deterioration. 

It would open too wide a field for discussion 
were we to enter upon these and kindred causes 
of human deterioration, the existence of which 
alone concerns us here, and which we shall prove 
by the rising rate of mortality as well as of insanity 
and by the nature of crime. 

The profound Morel says : '^ My conviction is 
that in the majority of cases the insane are of a 
deteriorated constitution, suffering from a long line 
of hereditary degeneracy." Everywhere, the same 
writer continues, insanity increases, so does gen- 
eral paralysis, and a general collapse diminishes the 
chances of curability. Hysteria and hypochondria, 
often accompanied with a suicidal mania or ten- 
dency, are becoming alarmingly common among 



1 6 Race Deterioration. 

the working people and even in the country. The 
increase of misdemeanors, crime against property, 
juvenile criminality, and a physically degenerated 
community that has not men enough fit for the 
service, are incontrovertible facts, alarming Euro- 
pean governments and engaging their most earnest 
attention. A brigade raised among the weavers in 
England measured mostly less than five feet. At 
Spitalfields, the men are not good enough for 
canndn fodder. " The constitution of these de- 
generated men," says Dr. Mitchell, " does rapidly 
descend to the size of the Lilliputians ; the old men 
among them surpass in strength the young ones." 

At Birmingham the men cannot be said to be 
all sick, but neither are they all well. Among 613 
men, only 238 were approved for the service. The 
spinners and weavers are stunted and rickety. So 
they are in France and everywhere else. Upon 
investigation, scrofula, diseases of the digestive or- 
gans and inflammatory affections of the eyes are 
most common. Abortions and distortions of the spi- 
nal column are almost universal among the working 
people. Often the children manifest an early arrest 
of their faculties ; they learn but little, and even of 
this they soon lose every recollection. Often three 
to four years are not sufficient for these degenerates 
to learn a little reading and writing. Their lan- 
guage, their morals, their conduct are all low, loose, 



Race Deterioration. ly 

and shameless. All about them is degenerate. 
Their pale physiognomies are mute, hard, showing 
nothing but resolution to persevere in evil. These 
types shock us ; and well they may,- for they are 
personifications of the degeneracy of our race, 
caused by evils which are more fraught v/ith danger 
for modern society than the invasion of the bar- 
barians was for ancient Rome. This degeneracy 
might be stopped if society would consent to be 
anything else but a machine, grinding humanity, 
even at the risk of conjuring up a revolution, to 
which the present state of affairs must lead sooner 
or later. 

Having described the symptoms of human de- 
terioration among the English working people. 
Morel proceeds to trace the same symptoms in 
France, where he finds the masses to have lost the 
power and inclination for fixing their attention upon 
subjects of a higher order. Such is the imbecility 
of the young or their intellectual faculties that the 
priest has to defer their confirmation. In Rouen, 
as in most manufacturing cities of France, the 
population is born and develops under conditions 
favorable for the formation of phthisis, cancer, in- 
flammation of the kidneys and of the digestive 
organs, hysteria, chlorosis, and general, progressive 
paralysis. The factory children are puny, their 
intelligence torpid ; and most characteristic is the 



1 8 Rate of Mortality. 

degeneracy which slowly, but surely, undermines the 
health of body, mind, and morals of the population, 
visibly nearing a fatal transformation into a fixed 
order of diseased specimens deviating from the nor- 
mal type of humanity, in whom the average intel- 
lectual life is low ; and the double characteristic of 
their moral and physical shortcomings is reflected 
in the form of the body as well as in the disposition 
of the mind. In the absence of regenerating meas- 
ures these diseased specimens are bound to form 
progressive types of degeneration. 

Having established the progressive hereditary de- 
terioration of the normal type of humanity among 
the masses, and the necessity as well as the possi- 
bility of a complete regeneration by the removal 
of fatal causes, from the labors of Morel, we pro- 
ceed to the still higher authority of a million statis- 
tical facts, and we shall set out with those of 
mortality rates as best studied, and the sure indi- 
cators of the vitality and the ameliorating or dete- 
riorating tendencies of the world. 

RATE OF MORTALITY. 

To those who consider mortality rates a senti- 
mental question, we would recall the words of 
Europe's greatest statistician: ''The people them- 
selves are by far the most important capital of the 
State ; and the industrial capital stored up in the 



Rate of Mortality. 19 

living generation surpasses the sum of all other 
species of capital. Every injury to the physical 
condition of the people is a loss of the noblest 
capital of intelligence and physical strength of the 
nation, and is an absolute destruction of capital." 

Dr. Engel, to whom we have just referred, has 
established the average age at death in Prussia to 
have been as follows : 

1 821-1830 28.39 years. 

1831-1840 28.34 " 

1841-1850 27.23 " 

1851-1860 26.40 " 

In Bavaria lived, after the first year, of 

1,003 born, 1841-1848 . . 701 children. 

" 1848-1S55 . . 697 

" 1855-1862 . . 681 " 

" 1862-1869 . . 673 

In Basel, Switzerland, survived the first year of 

1,000 born, 1821-1840 . . 879 children. 

" 1841-1850 . . 830 

" 1860-1865 . . 802 

" 1866-1870 . . 783 

Marc d'Espine shows the expectation of life for 

Geneva to have been as follows : 

1814-1836 47.29 years. 

1838-1845 43.62 " 

In Wurtemberg lived, after the first year, of 

1,000 born, 1 846-1 8 56 . . 697 children. 
" 1858-1866 . . 646 
" I 866-1 868 . . 640 



20 Rate of Mortality, 

In Muhlhausen lived, after the first year, of 

i,ooo born, 1 830-1 842 . . 745 children. 
" I 860-1 868 . . 670 

In France lived, after the first year, of 

1,000 born, 1840-1851 . . 834 children. 
" 1851-1860 . . 826 

Neison shows in England an increased mortality, 
notwithstanding all sanitary improvements. It has 
been as follows : 



1 838-1 844, 

For males, 2.27 per ct. pop. 
^* females, 2,104 P^r ct. pop. 



1 845-1 854. 
For males, 2.364 per ct. pop. 
" females, 2.209 P^^ ct. pop. 



This shows an increase of mortality of 4. 141 per 
cent, in males, and 4.8 per cent, in the female por- 
tion of the population. 

W. R. Gray, in a paper published in the Statisti- 
cal Journal of 1842, says that the rate of mortality 
has increased in England since 1820 10 per cent, 
and probably 12.50 per cent. 

Mr. S. Shattuck, in a paper on the vital statistics 
of Boston, says : ^' The average value of life is 
greater now than during the last century, but not 
as great as it was twenty years ago. It was at its 
maximum from 1811-1820, and since that time it 
has somewhat decreased." He also says : " It is a 
melancholy fact, and one which should arrest the 
attention of all, that 43 per cent., or nearly one- 



Rate of Mortality. 21 

half, of all deaths which have taken place within 
the last nine years, are of persons under nine years 
of age ; and the proportional mortality at this age 
has been increasing." 

The average mortality of children under five 
years in 1 866-1 870 amounted in the city of New 
York to 50.6 per cent., and but 4.4 per cent, of all 
who died during the same years reached sevent}^ 
years. Of 492,262 deaths in the United States in 
1870, 7,986, or 1.6 per cent., were of old age, while 
69,896 died of consumption alone. Fully a hun- 
dred thousand children die annually in this country 
beyond what is natural, and with them twice as 
many hearts are broken. But hearts do not count 
in this matter-of-fact world. The loss of labor 
during gestation, lactation and the sickness of the 
child, medical attendance and funeral expenses foot 
up at least to one hundred dollars in each case, 
and in the aggregate to ten millions per annum, to 
a class generally in such precarious circumstances 
as to be crushed by this additional burden ; and 
the fifty thousand adults, who die annually purely 
from degenerating causes, can we estimate them 
individually to be worth less than a thousand dol- 
lars ? Or is the loss of the State in the citizen, or 
of the wealth of the country in the producer, and 
of the wife and the children in the husband and 
father, less than this paltry sum? This, then, is 



22 Rate of Insanity. 

another loss of fifty millions per annum. But a 
hundred and fifty thousand avoidable deaths mean 
two millions of avoidable cases of sickness and 
their cost ; and, worse still, so much sickness means 
so much deterioration of the race, and multitudes 
of men, women and children decrepit in body and 
soul, fit inmates of all sorts of asylums and candi- 
dates for early graves — the last of which is not the 
worst for them. 

But one glance more at the most degenerate. 
Among the most destitute at Manchester, of 21,000 
children 20,700 die before they reach five years. 
In Lille, in France, 94 per cent, of the same sort 
of children die before this age. In very deterio- 
rating trades, of 1,000 born, but 15 reach the age 
of fifty. Without entering upon details and causes 
beyond the proper limit of our inquiry, we have 
established the fact of a rising death rate, which 
proves a degeneracy Education must protect us 
against, and this Race Education or Hereditary 
Culture only, and not school pedantry, can ac- 
complish. 

RATE OF INSANITY. 

The daily increasing rate of insanity is another 
symptom of human deterioration. 

Maudsley says : '^ In the hard struggle for exist- 
ence, men of inherited weakness, or some other 
debility, break down in madness. Overcrowding 



Rate of Insanity. 23 

deteriorates health, favors scrofula, phthisis, and 
faulty nutrition, all of which open the way to in- 
sanity ; and whatever deteriorates mental or bodily 
health may lead to insanity in the next generation." 

Galton says : '' Social agencies are unsuspectedly 
working toward the degeneration of humanity, and 
it is a duty we owe hum^anity to study this power 
and to combat it to the advantage of the future 
inhabitants of the earth." 

Griesinger, a great authority in Germany on in- 
sanity, decidedly believes in its increasing rate. 
He says : " Misery and privation are its chief 
causes. Bad nourishment, hunger, cold, fatigue 
and over-exertion, which of necessity accompany 
misery, are important physical causes of insanity, 
and, hence, of race deterioration. Typhus, inter- 
mittent fever, cholera, pneumonia, acute rheuma- 
tism, tubercular, constitutional diseases, and anae- 
mic states — all scourges of the poor — induce insan- 
ity. The monotonous and hopeless condition of 
many factory hands, depriving them of all interest 
in a higher life, is favorable to dementia." 

Such are the opinions of the leading minds of 
Europe on the spreading causes of insanity. 

We shall now prove the terrible fact of an actual 
race deterioration by statistics, which, though suf- 
ficient to convince the earnest inquirer, do not 
begin to display all the facts of the case. 



24 Rate of Insanity. 

According to Dr. Simon, the medical officer of 
the British government, there were returned in 
Eneland and Wales in 



'fc>' 



1852 21,154 poor lunatics. 

1857 27,693 " 

According to Maudsley, there were in England 
and Wales in 

1849 18,560 insane. 

1866 35,860 " 

which Is a steady annual increase of 1,000 insane 
persons for seventeen successive years. 

The same result is obtained, if we take the state- 
ment of Dr. Robertson, according to which there 
were in England and Wales in 

1844 . . . 20,612 insane, or i in 802 pop. 

1852 . . . 26,352 " " I " 691 " 

1858 . . . 35,347 " " I " 544 " 

1868 .... . 56,118 " " I " 432 " 

In Scotland were in 

1859 . 4,980 insane. 

i860 5,226 

In Ireland were in 

1844 . 10,855 insane. 

1863 . 16,256 

According to the General Inspector of the Insane 
in France, there were in 



Rate of Insanity. 



25 



January i, 1835, in the asylums 
1840, " 

1845, " 

1850, " 

1855, " 

i860, '• 

1869, " 

Belgium had in its asylums in 



1852 
1856 
i860 
1864 



10,529 insane. 

I3>243 
17,089 
20,061 
24,869 
28,761 

38>545 



4,054 insane. 
4,278 
4,832 " 
5,441 " 



In the Netherlands there were in the asylums in 

January i, 1844 837 insane. 

1850 1,187 

1856 . . ... 1,828 

1862 . . ... 2,317 " 

1868 ..... 3,179 " 

Norwegia had in 

1835 .... I insane in 334 population. 
1845 .... " 309 " 

1855 .... " 239 

In the Rhenish provinces of Prussia the ratio of 
the insane to the population was in 

1828 ... I insane in 1,027 population. 

1856 ... " 666 " 

In Nassau the ratio of the insane to the popula- 
tion was in 

1840 .... I insane in 607 population. 
1858 .... " 318 

2 



r2'6 Rate of Insanity. 

In Wurtemberg insanity has increased since 1832 
76.3 per cent., while the population has increased 
13.5 per cent. 

. Baden shows in 

1848 . . 100 insane. . 



1851 
1854 
1857 
i860 
1862 



158 
187 
231 

255 
306 



The official reports pf Berlin show an increase of 
cases of mental aberration or melancholia in 

1864 . . ..... . . . 275 cases. 

1865 . . ...... . . 337 " 

1866 .......... 377 " 

Massachusetts had in 1870 in a population of 
1,457,351,3,194 insane. Dr. Jarvis shows in the 
Fifth Annual Health Report an annual increase of 
fresh cases. In , , : 



1867 . 


. I for every 


1,546 population. 


1868 . 




1,486 


1869 . 




i»533 


1870 . 




1,350 


I87I . . 




1,389. . " 


1872 . 




i'357. . " 



The intensity of this disease of degeneracy has 
equally increased, so that at Bic^tre, among 100 
insane were afflicted with general paralysis, the 
very worst form and the most incurable, in 



Rate of Insanity. 27 

1828-1829 9 cases. 

1832-1833 16 " 

1836-1837 19 « 

1840-1841 25 " 

1844-1845 27 ** 

1848-1849 34 

A glance at the following figures will show the 
disproportionate increase of the insane in the Uni- 
ted States. In 54 asylums were in 

1839 . . 1,329 insane, with 961 annual new cases. 

1849 . . 7,029 " " 2,961 " " 

1859 . . 13,696 « *' 5,342 *' 

1869 . . 22,549 " " 8,769 " " 

The State of New York had in its various insti- 
tutions in 

1870 4,761 insane. 

1871 5,073 " 

1873 6,003 " 

1874 6,279 " 

What a commentary these increasing ratios of 
insanity form to Galton, when he says : " Our race 
is overweighed and likely to be drudged into de- 
generacy by demands that exceed its powers. With 
the deterioration of the condition of the masses, 
their organizations and functions, there will be 
plenty of idiots, but very few great men ; and, 
hence, under the miserable conditions in which 
the masses of the people live, the general standard 
of mind is but little above the grade of trained 
idiocy.** 



28 Rate of Insanity, 

The eager pursuit of wealth, says an eminent 
writer, as well as the dread of poverty, have their 
ill effects. Men are excited, anxious, absorbed in 
the state of the market, petty gains, meanness and 
dishonesty, until their moral nature and character 
are sapped, and their nature deteriorated. Over-, 
work, depression, exhaustion, want of culture, pov- 
erty, drunkenness, licentiousness, are all favorable 
to the development of insanity ; and the number 
of the insane is rising. The same author relates a 
number of cases of financial operators, whose specu- 
lative, selfish minds show their morbidity in the 
diseased minds of their children, who are either 
morally defunct or wholly insane. 

The increase of insanity has been for a century 
steady, large and universal in the ratio of the 
spread of our present civilization. 

Is this lesson not plain enough, when the uni- 
versally educated Scandinavians have 3.4 insane in 
1,000 population ; the cultivated Germans, 3 in 
1,000; the less educated Romanic nations, i in 
1,000; and the most barbarous Sclavonic races, 0.6 
in 1,000; and, again, when the ratio of the insane 
to the population is larger in cities than in the 
country, and the professionally educated, who com- 
pose 5.04 per cent, of the population, yield 13.8 of 
all the insane ? If, then, our civilization and Edu- 
cation are especially productive of human deterio- 



Crime, 29 

ration and insanity, is it not reasonable to ask that 
Education should studiously avoid and oppose 
whatever degenerates mankind ? 

CRIME. 

Crime may have decreased numerically but it 
has deepened in quality, and has become a low, 
permanent type of humanity. The crime of former 
times was rude force cropping out under other in- 
fluences as stern virtue, and needed but the restraint 
of force. The crime of to-day is disease and insan- 
ity, and cries for help. Sporadic crime is individ- 
ual, habitual crime is social ; for society engenders 
it by deteriorating humanity, though it denies the 
paternity and evades the responsibility. An En- 
glish judge says, insanity and criminality are con- 
vertible terms. Plato and Aristotle held crime 
and insanity akin, and so do Pinel, Esquirol and 
Prichard in our own day. Morel says, we have 
hidden in us the germs of the fatal disposition of 
which we are the victims. 

But our position that the criminal class is evidence 
of a deep-seated social deterioration, calls for more 
than a mere incidental verification. We shall, there- 
fore, sustain it by the observations of Bruce Thomp- 
son, than whom none has brought greater expe- 
rience and thoroughness to the treatment of this 
question. '' Intimate and daily experience," says 



30 Crime. 

he, " have led me to the conviction, that in by far 
the greater proportion of offences, crime is heredi- 
tary, which tendency is in most cases associated 
with bodily defect, such as spinal deformities, stam- 
mering or other imperfect organizations of speech, 
club-foot, cleft palate, hare-lip, deafness, congenital 
blindness, paralysis, epilepsy and scrofula/' 

" The criminal class," says this great officer and 
observer, '' has a stupid, sullen look, the complexion 
is bad, the heads and outlines are harsh, clumsy, 
and angular; the women are positively ugly in 
form, feature and action. The frequency of tuber- 
cular diseases among habitual criminals is proof of 
a low type and a deteriorated system. Most of 
them die before the meridian of life is reached, 
and hardly any see old age. The post-mortem ex- 
aminations show a series of morbid appearances 
very remarkable ; almost every vital organ of the 
body being more or less diseased; few dying of 
one disease, but generally worn out by a complete 
degeneration of all the vital organs. Everything 
indicates a deteriorated hereditary organization." 

The low state of intellect among criminals shows 
them degenerate. One-third of the juvenile crimi- 
nals are imbeciles. According to the reports of 
the English common prisons, one in every twenty- 
five of the males is weak-minded, insane, or epilep- 
tic. Of six thousand prisoners in Scotland, 12 per 



Crime. 31- 

cent. are mentally weak, imbeciles, suicides, epilep- 
tics, besides the fully insane. According to the 
official report of the Millbank Prison, of 943 con- 
victs, 218 were weak-minded, 34 insane, besides 
many epileptics. One in 27 was insane, and the 
great majority had some inherited physical infirm- 
ity or defect of intellect. Out of 6,273 prison 
population in Scotland, fully i per cent, were epi- 
leptic, and, of course, enfeebled in mind and irrita- 
ble in temper. Morel shows that crime and insan- 
ity lapse into each other congenitally. 

Bruce Thompson further shows by the number- 
less recommittals returned to prison, not three, four 
or five, but thirty, forty and fifty times, by the 
utter remorselessness, grossest habitual lying, and 
total want of all self-respect, that professional crimi- 
nals are hopeless imbeciles and hardly amenable to 
moral treatment. What else is this but a degraded 
organization? 

The criminal classes are especially liable to brain 
diseases and insanity, and many of the great crimi- 
nals died in lunatic asylums ; and madness among 
criminals in prison is extremely frequent. In Scot- 
land, of 2,690 criminals, 57 are insane, or i in 47 of 
the criminal population, while of the whole popula- 
tion, I in 432 is the common proportion. 

In England, during 1 860-1 868, 1,244 criminals 
were detained as insane. In 1 857-1 867, of 664 



32 Crime. 

homicides, io8 were declared by the courts of 
England as insane. Among the habitual female 
criminals, i in 30 is the proportion of the insane 
to the sane. 

Frederic Hill says : *' Crime often proceeds from 
father to son in a long line of succession." Prof. 
Laycock says : '* The line of hereditary transmission 
of mental and moral qualities is as inexorable in 
these moral imbeciles as in other men, and adds to 
the imbecile, vicious and degraded part of the 
population." 

Dr. William Guy, upon a thorough research of 
the judicial record of the Millbank Prison during a 
period of thirty years, shows that of 5,598 criminals 
convicted of rape, arson, horse and cattle stealing, 
burglary, homicidal attacks or violence, and fraudu- 
lent offences, 232 were insane, weak-minded, and 
epileptic; 657 were scrofulous or lung and heart 
diseased; 1,434 were deformed or defective, and 
3,399 were sound. 

The same great authority says: "We have at 
this moment at the Millbank Prison 200 convicts, 
who would be much more in their place at an in- 
sane asylum." 

The late Governor of the Chatham Convict Prison 
declared : " I have known as many as 50 per cent, 
and more of the inmates of an Irish convict prison 
mentally affected." 



Crime, 33 

E. Gordon, the late Lord Advocate of Scotland, 
testifies to the great weakness of intellect among 
those placed at the bar of justice. 

Dr. Wilson, in a paper read before the British 
Association, in 1869, reported that from the exami- 
nation of 460 heads of criminals, and from observa- 
tions he had made, he had no doubt that cranial 
deficiency, associated with a real physical deterio- 
ration, is the cause of crime, and that 40 per cent, 
of all convicts are invalids more or less, and that 
the percentage is largely increased in the class of 
professional thieves. 

Dr. Campbell found in 50 prisoners, after death, 
the weight of the brain 2 lbs. and 141^ oz., while 
the average weight of the brain in other men is 
over 3 lbs. The average height of 6,022 male pris- 
oners, who passed through the Worcester Prison, 
was found two inches less than the average height 
of Englishmen, and their weight was lighter in 
proportion. 

The physical aspects of convicts have become 
almost proverbial. Bullet heads, low brows, pro- 
jecting ears, weasel eyes, and other bodily indica- 
tions of deficiency, are but too general among 
them. In some of the most ferocious criminals 
there have repeatedly been discovered after death 
morbid conditions of the brain or other organs, 
as tumors, cancers, ulcers, or irritating secretionS; 



34 Crime. 

which fully accounted for mental or moral defi- 
ciencies and for murders committed. 

Dr. Wines cites many cases of congenitally weak 
minds, idiots and insane, which came under his 
notice among our own criminals. 

Miss Dix has in two years traced twenty-six 
persons convicted for crime in the Eastern Peni- 
tentiary of Pennsylvania, who were insane. Every 
month, she says, men are convicted and sentenced 
as if they were responsible, when, in fact, they 
were not. 

Among 233 convicts, whose personal relations 
have been carefully studied under the auspices 
of our eminent sanitarian and prison reformer. Dr. 
Harris, 54 were found belonging to families in 
which insanity, epilepsy and other disorders of 
the nervous system are reported. Eighty -three 
per cent, belonged to a criminal, pauper or inebri- 
ate stock, and were, therefore, hereditary or congen- 
itally affected ; and, hence, nearly j6 per cent, of 
their number proved habitual criminals. Dr. Har- 
ris states, also, that the general observation in the 
counties of our State goes to prove that crime, 
pauperism and insanity revert into each other con- 
genitally, so that disease or insanity in the parent 
produces crime or pauperism in the offspring, or 
vice versa, crime or pauperism in the parent pro- 
duces disease or insanity in the offspring. 



Crime, 35 

The progress of culture and civilization has cer- 
tainly lessened the crime of unrestrained passion 
and rudeness ; but has the criminal class, until quite 
of late, been reached? 

In England and Wales were committed in 

1805 4,605 individuals. 

1815 7,818 

1825 14,437 

1835 • 20,731 

1845 • 24,033 

According to Potter, crime has increased in En- 
gland and Wales since the beginning of this cen- 
tury to 1850, to five times; in Ireland, from 1805 
to 1849, t^ twelve times; and in Scotland, since 
181 5 to 1849, '^^ seven times. While the popula- 
tion has increased 79 per cent., crime has risen 482 
per cent. 

In France were committed for common offenses in 

1 826-1 830 .... 178,021 individuals. 

1831-1835 .... 203,207 

1841-1845 .... 195,542 

1 846-1 850 .... 221,414 *• 

Incendiarism has in 1 826-1 865 increased in France 
over 200 per cent. 

In London, the proportion of incendiarism to 

buildings was : 

1845 I in 2,990, 

1850 I in 2,673, 

1855 I in 2,585, 



3^ Crime. 

1861 I in 2,370, 

1862 I in 2,180, 

1863 I in 2,064, 

1864 I in 1,980, 

1865 I in 1,900. 

In Holland, according to Guringar, crime has in 
the last years increased 72 per cent., and the pris- 
oners 34 per cent. Norwegia had in 181 5, 480 
criminals, and in 1845, Ij782 ! 

And what progress have we made in the United 
States in lessening the number of the great and 
habitual criminals who crowd our State prisons ? 
In 1850 the entire population was 19,553,668, and 
the inmates of our State prisons numbered 5,646. 
In i860 the population was 26,922,537, and the 
criminals in the State prisons numbered 19,086; 
and at the last census, in 1870, the population of 
the United States amounted to 33,589,377, and the 
number of criminals was 32,901. 

We see here at a glance, that crime has increased 
beyond all proportion to population. Neither will 
it answer to lay it to «he foreign element, the crim- 
inal rate of which has remained the same, or even 
lessened, while the native criminals have increased 
during 1 860-1 870, from 10,143 to 24,173. 

We have proven that the criminal class is a de- 
viation from the normal type of humanity, and is, 
therefore, an evidence of actual race deterioration. 
Statistics have shown us that no decided decrease 



Crime. 37 

of crime has attended our late general progress of 
civilization ; and, in fact, the recommittals, espe- 
cially of juvenile criminals, the frequency of female 
criminality, suicides, infanticides, prostitution and 
illegitimate births, show all a deep-seated human 
deterioration. Of course, illegitimate births mean 
a rich harvest for the grave, the jail, and prostitu- 
tion, the latter of which avenges itself on society 
by insidious venereal deterioration, which inflicts 
upon its unborn victims blindness, idiocy, phthisis, 
scrofula and a most degenerate system in general. 
But we must forbear entering here upon this form 
of human deterioration though not to mention it 
would be a gross oversight. 

The causes of human deterioration are vast and 
many, but the right sort of Education may conquer 
them all. 

When the hero of Wagram, Austerlitz and Jena 
stood at the gates of Berlin, Fichte addressed to 
the German nation, in the midst of the thunder 
and storm which burst forth from the brazen throats 
of a thousand cannons, the potent word, Education, 
and the relative position of the French and Ger- 
mans to-day proves the wisdom of the patriot and 
philosopher. Like an ancient, renowned legislator, 
he thought Education was the sole function of the 
Government ; for, where the people are rightly ed- 
ucated, war, prisons, courts, asylums of all sorts, 



38 Blindness and Deaf -Mutism, 

poor-houses, hospitals and other institutions of 
the same kind cease to have an existence. 

BLINDNESS AND DEAF-MUTISM. 

BHndness and deaf-mutism are common, fearful, 
expensive and preventable. Europe has 500,- 
000 blind, Asia 2,000,000 and the United States 
25,000. What a growing misery and public ex- 
pense. Blindness, congenital in one in ten cases, 
and then the offspring of a deteriorated parentage, 
results in the main from causes accompanying misery. 
Scarlet fever, measles, smallpox, typhoid and other 
fevers, all preventable diseases, raging among the 
poor, give rise to this terrible visitation and great 
public burden ; and so does scrofula. Ophthalmia is 
another disease of poverty leading often to blind- 
ness. The strain upon the eyes of tailors, dress 
makers, needle makers, watch makers, blacksmiths 
and other operatives causes much blindness ; but lace 
making is the most fearful trade as far as blinding 
poor operatives is concerned. 

Deaf-mutes, Europe counts 250,000, and the Uni- 
ted States 20,000. That congenital deaf-mutism is 
a deterioration of the system is obvious from the 
fact that whilst in Europe I in 1400 is a deaf-mute, 
there are poor regions there in which i in 44, and 
even i in 20 of the entire- population is a deaf-mute ! 
, Of 644 deaf-mutes in Massachusetts, 350 are con- 



Unfitness for Military Service, 3^ 

genital and traceable to a deteriorated stock, whilst 
304 are post-natal, of whom 112 are the result of 
scarlet fever, and the rest are the victims of other 
fevers, diseases and accidents peculiar to the tene- 
ments and condition of the poor. 

The blind, deaf-mute, as well as the idiot, are but 
chargeable to removable causes and conditions of 
our half civilization. Inherent weakness is the 
cause of many a form of degeneracy. Under differ- 
ent conditions the local' or general congenital weak- 
ness leads to blindness, deaf-mutism, idiocy, or other 
morbid formation, still -birth, deformity, general 
weakness, or death in early infancy. 

UNFITNESS FOR MILITARY SERVICE. 

Michel Levy, the highest sanitary authority in 
France, cites the following facts as evidence of a 
general *race deterioration: From 18 16 to 1840, 
of 7,321,609 recruits, 1,416,527, or nearly one-fifth, 
have been rejected for being below the requisite 
stature or on account of infirmities. In compar- 
ing the exempted prior to 18 16 with those of 1840, 
the latter are twice as numerous, though the stand- 
ard has been lowered from i metre 57 centimetres, 
to I metre 56 centimetres. There were rejected in 

1852 . . 3.34 per cent, for deficient growth. 

15.55 " " infirmities. 

1853 . . 4.75 ** " deficient growth. 

21.03 " " fo^" infirmities. 



40 Unfitness for Military Service, 

The steady deterioration of the people necessi- 
tated a continual lowering of the military standard, 
as the following table will show : 

It was, 1701 ...... 1.624 metres, 

1803 1.598 " 

1818 ..'.... 1.576 

** i860 1.560 

and to-day of every 325,000 young men who sur- 
vive their twenty-fifth year, 108,333 ^^^ rejected on 
account of low stature or infirmities. 

According to the statement of Dr. Mayer, the 
average of nine years shows 716 out of 1,000 con- 
scripts being under the standard measure, and 399 
on account of bodily ailments. Berlin could not fur- 
nish its quota in men fit for service by 156 in 1856. 

If, on an average, 352 in 1,000 men of the most 
favorable age are rejected by the recruiting officer, 
what must be the condition of the people at large? 

Among 8,794,674 examined recruits of European 
countries between 1837 ^^^^ 1856, 1,576,815, or 17.9 
per cent., were found below the standard measure, 
and 3,097,016 sickly, crippled, feeble and otherwise 
unfit for military service. What a condition ! About 
53.1 per cent, of men, at their best age, sickly or 
stunted in their growth. 

The official report of the canton of Zurich shows, 
for the agricultural districts, 29 in 1,000 young men 
disabled ; for the industrial, 35. 



Factory Population. 41- 



FACTORY POPULATION. 

The deterioration of the factory population in 
England is seen from the fact that, on an average, 
the measure of 1, 000 factory boys aged 18 years, 
was 55.28 inches, of non-factory boys, 55.56 inches 
— a difference of .28 inches in favor of non-factory 
boys. The same official report shows 2,000 factory 
boys, aged 9-17 years, weighing 3 pounds less each 
than as many non-factory boys. 

Upon examination 

51 farmers' boys, old 10 y., 9 m., measured in heig'ht 51 inches. 
51 mining boys, of the same age, measured 47.3 inches. 

An official examination of the health of 350 fac- 
tory, and as many non-factory boys, showed of 

Factory. Non-factory. 

Bad health 73 21 

Middle health .... 134 88 

Good health 143 241 

These examinations have been varied without 
any material change in the result. 

The following official list of the diseases of the 

factory and agricultural population of the canton 

Zurich, in Switzerland, is suggestive. In each 1,000 

population were found : 

Factory. Agriculturists. 

Eye diseases 13 7 

Injuries from accidents . . 14 7 

Rheumatic diseases ... 13 9 



^2 Consumption. 

Factory. Agriculturists., 

Lung diseases 37 10 

Abdominal diseases ... 9 3 

' ' Scrofula and infirmity . . 1 1 5 

Ulcers 8 3 

, The deteriorating influence of the trades is only 
so fearful because they are divorced from science 
and Education, which alone can find the means of 
rendering them innoxious, and dispose the men 
engaged in them to be more on their guard. 

Workers in white lead, arsenic and phosphorous 
compounds, who deteriorate most fearfully in most 
factories, suffer hardly any where the employers 
are highly intelligent and conscientiously disposed, 
and the government keeps a strict watch over the 
hygienic management of factories. 

Nothing calls louder for the association of sci- 
ence and Education with the trades, than the pres- 
ent outrageous poisoning of humanity throughout 
more or less all the factories of the land. 

CONSUMPTION. 

As consumption shows more degeneracy and de- 
teriorates humanity more fearfully than any — and 
we might almost say than all other diseases put 
together — we will just refer to its deteriorating 
influence in the trades divorced from science and 
Education upon the men engaged in them. In 
Berlin, the observation was made that the whole 



Consumption. 43 

population being taken of 1,000 deaths of men over 
20 years, 344 are caused by tubercular consump- 
tion, while among mechanics, 497 die from this 
fearfully deteriorating disease. 

This observation is confirmed by the experience 
of Dr. Hannover, at Copenhagen, who found 
that upon 60 deaths from consumption among 
the people at large come 96 among the mechanics 
and laborers. 

According to the observations of Benoiston de 
Chateauneuf, among 43,010 hospital cases 18 to 
48.4 of every 1,000 died from consumption, ac- 
cording to the nature of the different trades and 
the deteriorating influences, as dampness, danger- 
ous fumes, dust, etc., accompanying them. 

Lombard found that, while among men who live 
in perfectly healthy surroundings, 50 to 89 in a 
thousand die from consumption ; men working in 
the close air of factories, as they are managed to- 
day, die in 138 cases in 1,000; those working in 
dust of any sort, die in 137 to 152; and those ex- 
posed to the evaporations of ethereal acids, var- 
nishes, etc., die in 369 cases in 1,000 from con- 
sumption. 

In the always reliable statistics of Geneva, we 
find among men living under the best possible 
conditions the death rate from consumption in 



44 Consumption. 

i,ooo deaths 50 

Among the tailors 601 

Machinists 497 

Book binders, calico printers, painters, 
gilders, stone masons, type founders, 

and millers 482 

Jewelers, watchmakers and day la- 
borers 460 

Silk workers 333 

Fifty in a thousand we may, then, call the nat- 
ural proportion of death from consumption to the 
deaths from all other causes. How loudly, then, 
do these high ratios of death from consumption 
call for bringing to bear science and Education 
upon these race-deteriorating trades, in many of 
which men grow gray before they live half their 
years. The dry-grinders die in the majority of 
cases before they reach thirty-six years ; so do the 
manufacturers of watches and others exposed to 
fine, hard dust, like cutters of crystals, stone cut- 
ters, etc. 

It is impossible to pass unnoticed this great 
cause of human deterioration ; but to state in full 
the disease, deformity, death, and even hereditary 
corruption of body and mind entailed by each of 
two hundred trades deprived of the safeguards and 
thoughtful precaution of science, the school and 
Education, upon the producers of the wealth of 
the country, would fill many volumes. 



Scrofula, 45 

SCROFULA. 

The tendency of the masses toward degeneracy is 
obvious from the character and spread of scrofula — • 
significantly called by some the people's malady — a 
constitutional, hereditary and deteriorating disease 
common among the poor. Mr. Phillips, the greatest 
authority in this field of inquiry, says that in the 
cottages of the poor we find the child with a scrof- 
ulous constitution, often pallid, puffy, insensible, 
listless ; and, if it be not altogether deprived of 
force and energy, what remains is soon wasted by 
taxing it beyond its force. 

In an extraordinary experience extending to the 
examination of 133,721 children, 24.5 per cent, 
presented a number of scrofulous symptoms ; in 3.5 
per cent, the disease was so marked as to be obvi- 
ous to the eye. Among 95,586 recruits, 800, or i 
in 1 19, were rejected on account of scrofulous marks. 
At the examination of 660 persons, between 10 
and 18 years, at the house of correction, 95 showed 
symptoms of scrofula. 

Mr. Phillips sums up his wonderful experience 
as follows : 

i^ per cent, of the children of the poor show 
apparent scars ; 3 per cent, show at a glance en- 
larged glands ; 24^ per cent, show these enlarged 
glands under close examination ; 8 per cent, of the 



4^ Scrofula. 

adult poor show the same scrofulous symptoms ; 

3 per cent, of the population are under treatment 
for scrofula. 

In some districts Mr. Phillips found only 1 1 per 
cent, of the children of the poor scrofulous, and in 
other districts 72 per cent, were thus affected. 

Barier found, upon examination of 166 strong 
children, 21 tuberculous, or i in 8; 114 moderate 
children, 27 tuberculous, or i in 4; 99 feeble chil- 
dren, 49 tuberculous, or i in 2. 

How closely want and misery in the parents and 
children are allied with scrofula, is obvious from 
the fact, that we find affected with this disease : 

4 to 5 per cent, of all the sick in hospitals ; 40 to 
50 per cent, of foundlings ; 50 to 60 per cent, of 
children received into orphan asylums. 

When we consider that insufficient or improper 
food, dark, damp and unventilated apartments, in- 
sufficient clothing, etc., engender scrofula, it be- 
comes plain that, with the increase of poverty, 
scrofula must increase ; and, as this disease is of 
a tubercular nature and akin to consumption — 
into which it reverts hereditary — the impoverished 
masses must of necessity degenerate. 

Scrofula, says a noted American author, that 
once was a rarity among us, has of late become 
quite common. 



Changes of Mortality Rates. 47 

CHANGES OF MORTALITY RATES. 

Many causes contributed to improve the chances 
of Hfe from the sixteenth to the beginning of the 
nineteenth century, as the growth of science, 
the spread of intelHgence, the general prosperity 
springing up with the small trades, which brought 
with it improved dwellings, food, clothing, etc., the 
disappearance of periodical famines, the cessation 
of former ravages from smallpox through Jenner's 
great discovery ; and, finally, another cause of the 
apparent great reduction in the old mortality rates, 
is to be found in the prudentially reduced modern 
birth rate, caused by later marriages, as the mortal- 
ity is always greatest among infants. 

But with the large industries, the former master 
has become again poor and dependent ; large cities 
sprang up with all the unwholesome elements of 
thick populations, crowded tenements with their 
vices, drunkenness, worst of all, alcoholism, illegiti- 
mate births, the trade diseases of modern factories, 
and all contributed to swell of late the list of 
mortality. The ravages of our largely increased 
factory towns make up for the former victims from 
the smallpox, and our periodical business stagna- 
tions are as calamitous to the working people as 
former famines were. 

There is none but will agree that there are ele- 



48 



General Deterioration. 



ments in our civilization tending toward the deterio- 
ration of mankind which must be combated ; our 
position, therefore, cannot but be tenable that our 
Education must strive to preserve the race, which 
it can only by being physiological, scientific and 
industrial — making us healthy, intelligent and pros- 
perous. 



GENERAL DETERIORATION. 

A picture of France of but a few years ago may 
serve us as an illustration of our civilization, which 
strives for perfection in art and literature, for accu- 
mulation of wealth and everything else, save the 
one thing needful— the amelioration of mankind. 
France, with a population of 35,783,170, had 



Blind 






. 37,662, 

75,063, 

. 29,512, 

. 44,970, 

. 42,383, 

44,619, 

9,077, 

ii,3or, 

22,547, 


One-eyed 






Deaf-mutes 

Insane 






Goiter and hunchbacks . 
Deformed spinal column 
Loss of one or both arms . 

" " " legs 
Club foot 







Total 



317,134. 



This picture of misery is far from being com- 
plete. The charity murder of tens of thousands of 
foundlings, the massacre of factory hands and mi- 
ners, a fearful infant mortality, paupers, criminals, 



Pauperism. 49 

prostitutes, infanticides and suicides, should all be 
added as evidence that our pretentious age under- 
stands but little of the art how to prevent the de- 
terioration of mankind. 

What a picture the whole of Europe presents of 
what we call in this age civilization, with its 300,- 
000 deaf-mutes, 500,000 blind, as many insane and 
idiotic, and as large a criminal class ! ! 

PAUPERISM. 

Pauperism, like insanity, does not exist in the 
natural state of man. Under the sweet influences 
of the skies, he is in the woods as quick and nimble 
as the bird or deer he pursues. * Only in the at- 
mosphere, thick with moral and physical poison 
of crowded cities, he degenerates into a pauper, 
robbed of all that elasticity and high potency by 
which man masters every resistance and subjects 
everything to his will. Pauperism being the parent 
as well as the offspring of human deterioration, 
forms such an entanglement of causes and effects 
as to render it difficult to hunt it down. Our poor- 
houses reveal at a glance the genesis of pauperism, 
for there we find the congenitally blind, deaf and 
mute, the insane, the idiotic, the epileptic, the de- 
formed, the inebriate as well as the pauper ; and 
they are not only inmates of the same building, 
3 



50 Pauperism. 

but are members of the same family, united by all 
the ties of consanguinity. This idiot is that pau- 
per's nephew ; this deaf-mute is his own child ; 
that inebriate is his brother; and that mount in 
view covers the bones of an old inmate, who found 
his last resting place in the pauper's field forty-five 
years ago — his uncle ; what are we to conclude from 
all this but that the pauper is the child of a de- 
generate blood and family ? 

We do not mean to deny that poverty, with its 
harassing care, misery, squalor, crowd'ed tenements 
and poor fare, with everything adverse to human 
health and development, is the generating cause 
of a deterioration that, deepening still more, settles 
in that apathetic state of the pauper, which is the 
beginning of a line of deformities ending in com- 
plete extinction. 

If a pauper meant a man without money, we 
should not care about him. If it meant a man 
without pleasure, we would not care. If it meant 
a man of sorrow and much trouble, we might, per- 
haps, not care. But it means more than this, it 
means a man robbed of his very manhood ; and 
even more than this, he is corruption and the de- 
formity of everything that is manly ; he is a dis- 
seminating mass of crime, insanity and disease ; 
an infernal brood springing up from him and poi- 
soning all around him ; an avenging Nemesis get- 



Pauperism, 5 1 

ting even with society that mocked a brother in 
his deep fall and degradation. 

Pauperism is, as a rule, attended by anaemic 
states of the blood, which make continuous exer- 
tion impossible, and dispose the poor to scrofula, 
sujpject them to a most frightful rate of infant 
mortality as also to a very high figure of adult 
death rate ; and, during epidemics — as the black 
death, the cholera or typhus — the degenerate poor 
are the first and often the only sufferers, as the 
power of resistance is in these deteriorated men 
reduced to almost nothing. 

In 1862, among the 963,200 destitute or paupers 
of England and Wales, were 30,905 insane, which 
makes I in 31.8. If we consider that these insane 
are adults of from 20 to 45 years of age, which form 
but one-fifth of the whole population, we will find 
that one of six adults among the destitute and 
congenitally poor is insane. And in this frightful 
amount of mental disease 10,311 idiots belonging 
to the same destitute poor of England and Wales 
are not included. And this fearful rate of insanity 
was gradually rising from 1852 to 1869, until the 
ratio of the insane to the sane amounted, among 
the paupers of England and Wales, to i in 25, and 
in the metropolitan district to nearly i in 20. 

In the United States it is not much better. In 
1854 the legislature of Massachusetts appointed a 



52 Pauperisin. 

commission on insanity. They reported : " We 
find the pauper class furnishes in the ratio of its 
number sixty-four times as many insane as the 
other classes." 

Dr. Wm. Guy says, frequent as insanity is among 
criminals, it is still more so among paupers. 

Epilepsy, that fearful malady, affecting and en- 
feebling the mind more than any other, is <:;etting 
most common among the poor. Dr. Nattuck, phy- 
sician to the Bradford infirmary, has searched the 
register of patients for more than thirty years — 
from 1 825-1 859 — and found the proportion of this 
malady to other diseases as follows : 

1825-1835 15 in 1,000, 

1835-1845 18 in 1,000, 

1845-1855 24 in 1,000, 

1855-1859 34 in ijOco. 

Balbi observed the same increase of epilepsy 
among the poor of Vienna and Milan. 

These facts, together with the observation of the 
hereditary nature of pauperism — which congenitally 
reverts into insanity, disease or crime — leave no 
doubt but that pauperism is one of the worst 
forms of race deterioration, and that the paralysis 
of the human will and its energies is but the result 
of a fearful dissolution in progress. But, as we 
have already mentioned, human deterioration is 
also to a large extent the result of pauperism. 



Pauperism. 53 

Dr. Prichard, the famous author of the " Physical 
Plistory of Man," says : " The conflict in England 
in the seventeenth century drove many of the na- 
tives to the mountains of SHgo and Mayo. Here 
they have been almost ever since exposed to the 
worst effects of hunger and ignorance — the two 
great brutalizers of the human race — gradually 
producing in their case open, projecting mouths, 
with prominent teeth and exposed gums ; their 
advancing cheek bones and depressed noses bear 
barbarism in their very front. Five feet, two inches, 
on an average, pot-bellied, bow-legged, abortively 
featured, these spectres of a people that were once 
well-grown, able-bodied and comely, stalk abroad 
diminutive and deformed, while they are specimens 
of human beauty and vigor in other parts of the 
country where they have never been subjected to 
the same causes of physical degeneration. Such 
are the deteriorating effects of misery ! " 

Is the pauper condition of the world not a re- 
proach to the nations, and will it not soon involve 
their very existence ? To say, simply, pauperism 
forms in Germany, France and England respect- 
ively, 3, 4 and 5 per cent, of the population, or 
that in these countries 30,000, 40,000 and 50,000 
of each million population are paupers, gives no 
conception of the existing evil. We appreciate 
more truly the situation when we consider that at 



54 Pauperism. 

the slightest rise of breadstuffs or financial disturb- 
ance, this army of paupers swells to double and 
triple its usual proportion. So was in 1847 every 
tenth man in England and every eighth man in 
London a pauper. In 1852 every thirteenth man 
in Paris, every seventh man in Marseilles, and even 
double as many in Lille, in France, were paupers. 
In 1855, every twelfth man in Italy, every sixth 
in Belgium, and nearly twice as many in Flanders 
were paupers. 

In 1847, 1S35447 individuals were assisted by the 
public authorities of Paris, and this number has 
gradually risen to 237,893 in 1866. But how many 
hearts agonized in secret, and would not appeal to 
a public board of charities ? 

The following statement of Jules Simon gives us 
a full insight into the extent of public misery. He 
takes 1,700 francs to be the lowest possible sum a 
working-man can subsist upon a year with a family 
of two children. He further states that actually 
of 500,000 work-people of Paris earn per annum 

35,000 1,600 francs each. 

60,000 1,400 " 

44,000 1,150 " 

160,000 450 " 

The remaining make even less. But, then, how do 
workmen fare with five, six and seven children on 
such scanty incomes ? And the condition of this 



Pauperism. 5 5 

half million may fairly be taken as the average 
state of the masses. 

But we are permitted to approach still nearer the 
problem of the actual condition of the people. In 
1874 the tax roll in Prussia proved that 58.5 per 
cent, of the population earned individually less than 
$100 per annum, and 34.1 per cent, less than $150. 
Here, then, we have more than nine out of every 
ten in the proud Empire of Bismarck struggling 
with poverty ; and, in fact, less than I per cent, 
has an income of $1,500, while the great wealth of 
the country is held by less than one-tenth of i per 
cent, of the nation. 

The tax roll of England betrays the same sad 
condition of the people there. In 1865, of a popu- 
lation of 24,127,013, only 332,431 were taxed on 
incomes, while the rest of the nation struggled with 
poverty, their incomes falling below three hundred 
dollars per annum. 

In Belgium, in 1856, of 908,000 families, lived 

Upon alms 226,000 families. 

In utter misery .... 220,000 " 

In poverty 273,000 " 

In comfort 89,630 " 

Of 100 Belgians, 49 live in utter destitution ; 42 
live very poorly ; 9 live in comfort. That corrup- 
tion and mortality are in proportion hardly needs 
being told ; 44 per cent, of the children are illegiti- 



$6 Pauperism. 

mate, and I in every 150 population is a prosti- 
tute. 

The fact is, we have volumes upon volumes writ- 
ten by the conservative Le Play, Ducpetiaux, De 
Gerando and the like authorities, full of figures 
like Napier's tables of logarithms, about the wages 
of every trade for the last hundred years ; the price 
of bread, meal, cheese, meat, beans, onions, soap, 
rent, articles of furniture, clothing, and what not, 
the weight in grains of carbonaceous and nitro- 
genous food indispensable for the support of a 
man, woman or child at the different seasons of 
the year. Governments are turning pale at the 
ominous results of these accounts, all tending to 
establish in a variety of ways how the people are 
wasting away. 

The Blue Books of the English government, in a 
lengthy and learned Report, officially advise the 
people of her British Majesty not to indulge in 
daily evacuations of the bowels, which are promo- 
tive of too vigorous a digestion. Two or three 
a week will do for people in straitened circum- 
stances 

Do not the very heavens blush at such misery 
and insults? Poor humanity that calls for such 
official dissertations, and such royal philanthropy. 

Calamitous as 40,000 to 50,000 paupers in the 
million are, the most desponding fact is the hope- 



Pmiperism. 57 

less struggle of the whole million, save fifty or a 
hundred thousand who are well off. With the pau- 
per — the degraded and ruined pauper — pity comes 
too late, he does not care for it, nor can he be 
bettered ; those who have not yet given up the 
struggle against the stream, and are still to be 
saved, should most excite our sympathy. 

What a mill that does such grinding, turning 
out to the million fifty thousand paupers of whom 
a couple of thousands go down in lunacy, and 
all end in total human brutalization, filling the 
world with bastards, prostitutes and sneaks, of 
whom England and Wales alone count 127,839. 

The following table proves the deteriorating 
power of pauperism. Caspar showed that there 
are left of 1,000 born 





^ 


A. mong the 


A mong the 






favored. 


j>oor. 


10 years 


after birth . . 


' 943 


598 


25 " 




852 


553 


45 " 




624 


396 


55 " 




464 


283 


65 " 




318 


172 


85 " 




29 


9 


90 " 




15 


4 



Wherever, says a very able writer on medical 
statistics, pauperism with its want and misery pre- 
vails, there the mother is more likely to die in labor ; 
there still-births will be more frequent ; there the 
deaths during infancy will be more numerous ; 
there epidemics will rage with more violence ; there 



58 Remedies, 

the recoveries from sickness will be fewer, and death 
will usually happen at an earlier period of life. All 
Education is thrown away on men in this condition, 
for you cannot engraft virtue 07t physical misery. 

The advocates of the old regime claim for slavery 
that pauperism did not exist under it. But are we 
not to bear the sight of a brother with a square 
meal and a decent bed and shelter to rest him from 
the fatigue of an honest day's work without we 
own him like a sheep, a horse or a cow? 

The rates of mortality of poor-houses are often 
higher than those of prisons, insane asylums and 
even than those of hospitals. Is this not proof 
enough that pauperism is one of the worst phases 
of race deterioration ? That the county houses, in 
which the poor are collected, hardly harbor a man, 
woman or child with a sound limb, organ or brain, 
establishes only our proposition, that pauperism is 
evidence of a deteriorating humanity. 

REMEDIES. 

This tide of human corruption, wrong and infamy 
has ceased to be a subject for the consideration of 
curious students ; the despairing millions are put- 
ting their hands to it ; the very names of their 
societies and organizations and public organs all 
over the world, fill volumes. To prevent a war 
more bloody and desolating than the world has 



Remedies. 59 

yet seen, what is proposed ? Communism, public 
charity or co-operation. 

Communism, destructive of Hberty and individ- 
uality, is complete despotism. Besides, by destroy- 
ing individual motives and responsibility, it de- 
creases productiveness and increases poverty, want 
and misery. 

Public charities were nowhere organized on so 
great a scale as in England, which raised a poor 
tax equal to the entire revenue of a kingdom, and 
they failed ; for they are but an ill-concealed com- 
munism, and share in the same improvidence. But 
even co-operative societies would bring -but little 
help, as with the present remorseless competition, 
societies would wage the same ruinous war against 
one another as now individuals do. 

The world of the future is not to be a monster 
soup kitchen. The conception is poor, paltry and 
impossible. We want a more varied and higher 
productive power and moral energy. The world is 
becoming a school house, training the race for more 
efficient and more perfect work. Forty years ago 
the total value of the school property of the State 
of Massachusetts was half a million; to-day it is 
seventeen and a half millions. The school prop- 
erty of the State of New York amounts to thirty 
millions. This shows the direction we are march- 
ine in. 



6o Remedies. 

Pauperism is want of energy, power, health and 
strength. We must, therefore, introduce into our 
system of Education the element of physical work 
to train the rising generation to labor and exertion. 
Better we combine work with Education, than build 
poor-houses and penitentiaries, and introduce work 
at that late stage. 

When labor and intelligent reflection accompany 
each other in childhood and youth they will remain 
united through life, and the social problem will be 
solved. The productiveness of labor will increase 
then in more than one way ; the laborer will lessen 
his expensive and injurious indulgences, while he 
will increase his substantial comforts and nobler 
pleasures, which add to his power and efficiency. 

Nothing but Race Education, training all classes 
— capitalists as well as laborers — for accomplishing 
together the great work of saving, elevating and 
preserving the race, can deliver us from the violent 
revolution that threateningly overhangs the social 
sky. 

Our present school system breaks a boy from 
any inclination he may have had for physical labor ; 
it fills the country with seekers for clerkships and 
office hunters of all sorts ; and the laboring people 
feel that the children who are to take up their work 
are not benefited by such schools. Through union 
with labor the school begonies the institution of 



Kejnedies. 6i 

the people, and renders Education common and 
universal, as the lovers of the race ever wished to 
see it, and solves every problem, as an active and 
intelligent people will ever be able to cope with the 
difficulties of their situation. Or does any one 
pretend that pauperism offers no problem for solu- 
tion this side of the Atlantic ? 

Let us, then, just glance at the Empire State, 
and notice the progress of pauperism, which in- 
cludes every other private as well as public vice 
and misfortune, and we will find its rate rising 
from year to year. 



County Poor-hoic::e City Poor-house T f 7 

Population. Popiilation, 

187I . . 18,933 39.286 58,219, 

1873 . . 20,193 41,737 61,930, 

1874 . . 26,094 43719 69,813. 



But the army of the poor that had to be relieved 
by the board of charities was much larger than the 
one supplied inside the poor-house, and amounted 
in 1874 to 122,391, which, added to the first, gives 
192,204 individuals provided for by the public chari- 
ties. 

But to form a correct idea of the deterioration, 
that is partly the cause and partly the effect of 
pauperism, let us look at the 18,933 paupers inside 
the poor-houses of the State of New York in 187 1, 
and the causes which brought them there : 



62 Educatio7t and Race Preservation. 

Drunkenness 4,846, 

Debauchery 616, 

Idleness 873, 

Vagrancy ... 1,023, 

Lunacy 1,652, 

Idiocy 416, 

Blindness 204, 

Deaf-mutism 70, 

Sickness i>327, 

Lameness . 730, 

Decrepitude . 427, 

Old age 942, 

Indigency 1,735, 

Orphanage 249, 

Bastardy 311, 

Not ascertained 3,058. 

What a system of Education, life and philosophy, 
the fruitage of which is such a pandemonium com- 
pounded of hundreds of poor-houses, each teem- 
ing with prostitutes, bastards, drunkards, insane, 
idiots, epileptics, orphans, lame, sick, bHnd, deaf- 
mutes ; and yet this queer medley of vice, misery 
and .corruption is but a sharply drawn picture of 
the outside world. 

EDUCATION AND RACE PRESERVATION. 

We must organize schools which will make poor- 
houses, penitentiaries, insane asylums and the like 
institutions unnecessary. A school which cannot 
do this has no right to exist, and it will most as- 
suredly fail to bring about such a consummation, 
if it does not strive for it directly, studiously and 



Education and Race Preservation, 63 

intelligently. Or has Education no higher aim 
than geography and grammar, and does it take no 
interest in the weal or woe of man, and in the 
calamities and misfortunes of life which develop 
from habits contracted in early childhood ? 

Race Education must lay a new and deep foun- 
dation in the heart, head and hands of the people. 
It must discard shams and illusions, restrain our 
selfishness, and set us to work for one another. It 
must stop our crime-creating society in its work of 
scattering broadcast the seeds of death and dis- 
ease, of raising one crop after another of half a 
million of defectives and of undermining the health 
of all, as none can be all well in an atmosphere 
which breeds such a distemper. Necessity will 
force us at last to give heed to these lessons. 

The capital absorbed in the State of New York 
in insane, blind and deaf-mute asylums, in poor- 
houses, houses for orphans and hospitals, amounts 
to $50,000,000, and the yearly outlay on these in- 
stitutions is fully $10,000,000. Correctional insti- 
tutions, criminal courts and penitentiaries, police 
force, etc., are not included in this sum. And 
as we cannot long continue the present barbar- 
ous fashion of lumping together all sorts of defect- 
ives in these sinks of wretchedness and misery we 
call poor-houses, and will have soon to put the 
blind, the deaf-mutes, the insane, the idiot, the re- 



64 Education and Race Preservation. 

spectable but indigent old, and, finally, the chil- 
dren, into institutions their condition calls for, we 
shall have to double the sum presently expended 
upon them. To save the State from these bur- 
dens we must save humanity, and the prevention 
of human degeneracy must become the great aim 
of public Education. 

Education is the natural function of parental aid 
extended to the undeveloped young for its pres- 
ervation ; and while among animals it stops at the 
individual, among men it takes in the race, the pres- 
ervation of which is the only natural and sensible 
function of Education. 

Our educators study to reduce the statistical fig- 
ures of illiteracy, but look upon those of insanity, 
the blind, the deaf-mutes and the idiots as God- 
appointed social quantities. The high figures of 
these miseries are so constant, because our barbar- 
ity is ever the same, and we make no attempt at 
lessening them. 

Noble men have plead for the bettering of the 
condition of the insane, the idiot, the blind and the 
deaf-mute ; but what is wanted is an earnest effort 
for the prevention of these miseries, which are all 
the offspring of a constitution weakened by wretched 
living and other unhygienic conditions, under which 
mostly the poor degenerate. 

In pleading for the tens of thousands of insane, 



Degenerated Tribes. 65 

idiotic, blind, deaf and dumb we plead for a hundred 
times as many outside the asylums ; for nature tol- 
erates no quick transitions, and we differ all but in 
degree from one another ; and for every one who is 
all insane, idiotic or criminal, hundreds are partially 
so, and that just in proportion to their corning 
under the control of the same wide-spread causes. 

To prevent human deterioration means to 
strengthen and purify the whole nation, . and to 
defer its extinction a thousand years. And is such 
an aim unworthy of our schools ? 

DEGENERATED TRIBES. 

Degeneracy, surrounding us on all sides, appears 
to us as the normal condition of mankind, which is 
not apt to lead to the disintegration of the race 
and the nation. But a little reflection and obser- 
vation may convince us that the process of deterio- 
ration, though working by imperceptible degrees, 
brings about in the end fearful results. 

The earth is full of kindred tribes, of which some 
are mean in body and spirit, brutal, lazy and stupid, 
by reason of the barren territory they occupy, and 
which starves and dwarfs them, while tribes of the 
same descent, but more favorably placed, are well- 
formed, active and intelligent. 

Europeans, who, by their enterprise and valor, 
have made noticeable maritime conquests, have 



66 Degeneracy in Tenement Houses. 

through unfavorable surroundings fallen behind the 
very savages their ancestors have subdued. 

A most appalling illustration of the low type of 
humanity into which whole communities may de- 
generate from want of pure air, water, light and 
food, is afforded by the disgustingly deformed and 
idiotic cretins, found in great numbers at the base 
of great mountains and in deep valleys, with the 
air stagnant, in certain localities of Germany, 
Switzerland, France, Italy, Denmark, Norway, the 
Highlands of Scotland, Turkey, Russia, China, Su- 
matra, South America, etc. 

DEGENERACY IN TENEMENT HOUSES. 

But the crowded tenements of our large cities 
contain all the elements of the climatic influences 
which produce cretins, and we need not roam the 
world over to find illustrations of permanent types 
of a degraded sort of humanity. The pauper and 
criminal class show all the characteristics of a spe- 
cific low type of humanity, and not only threaten 
our future, but are a burden to the present gen- 
eration. 

How unsound must be our general condition 
and how unsafe our future, with half our dead 
dying from unnatural causes, with three millions 
of avoidable cases of sickness per annum, half a 
million of habitual drunkards, criminals and pau- 



The Evolution of Education. 6^ 

pers — not to mention an army of defectives of every 
description. 

The duty of Education to counteract this degen- 
eracy, and the system it must pursue to reach this 
important end, will form the contents of the follow- 
ing chapters. 

THE EVOLUTION OF EDUCATION. 

The catechism formed once the entire outfit of 
the school. Education meant then to believe. The 
reaction followed, and Education meant next to 
know. This, too, was found hollow, and Education 
was next taken for teaching us how and what to be, 
which again ended in moral formalism and in a re- 
fined sentimental self-seeking. We expound Edu- 
cation as the art of preserving the race by training 
us what to do. To believe, to know, to be, to do, and, 
finally, the synthesis of all the four form the com- 
plete evolution of Education springing up in the 
order of the human faculties, perception, reason, 
emotion and the will. 

The three distinct ages of childhood, boyhood 
or girlhood, and youth or maidenhood, indicate 
three phases of Education. In the first, our being 
is to be developed in the infant training school ; in 
the second, the opening mind is to be furnished 
with knowledge in the common school, and in the 
third we are to be set to work in the school of 



68 The Evolution of Education. 

industry preparatory to life we are about to enter. 
Our being, knowing and doing are to be determined 
at these three different ages. Our present Edu- 
cation plainly teaches by its practice, never mind 
what you are or what you do, if you only are know- 
ing ; and, hence, cunning rather than character and 
useful activity is fostered by our schools. 

How long, oh ! how long does the watchman of 
the night cry, When shall the blind see, the deaf 
hear, the dumb speak, the simpje understand, the 
lame walk forth, the sick take up their bed, prison- 
ers go free, and the people's dead rise ? 

How long, how long? does the voice of reason 
and experience respond to the voice of the watch- 
man in the night, until the art of raising men will 
come to honor, and mothers will learn how to edu- 
cate children, and children will be trained for virtue 
and activity in the infant sanctuaries of the nation, 
and young men will be prepared in temples de- 
voted to art and manual skill for usefulness ; until 
the body and its physical powers will be inured to 
active work. Not until then will men be healthy 
and hon*est, will the blind see, the deaf hear, the 
dumb speak, the simple understand, the prisoners 
go free, and the people's dead rise. 



PART SECOND. 



HEREDITY. 

History joins her testimony to that of statis- 
tics, and the decay of Egypt, Assyria, Greece, 
Carthage, Rome, the Byzantine Empire and the 
Saracens give evidence of the deteriorating ten- 
dency inherent in human society. 

Only an Education wisely directing its efforts 
toward counteracting this deterioration can delay 
the death of a nation. 

Despotisms, aristocracies, democracies ; in short, 
distinctive forms of government have distinctive 
vicious tendencies, so have the different pursuits — 
as agriculture, manufacturing, commerce, or the dif- 
ferent stages of civilization ; and each of these vary- 
ing conditions require a distinctive system of Edu- 
cation for counteracting its peculiar degenerative 
tendencies. 

As the masses live under conditions tending 
almost universally toward their deterioration, Edu- 
cation must directly aim to counteract this dete- 
rioration through measures leading to hereditary im- 
provement. The principle of heredity or the trans- 

(69) 



70 Heredity. 

missibility of structural peculiarities from parent to 
offspring has already been recognized by Hippoc- 
rates, and has been fully established by Darwin 
and other naturalists. The principle of heredity 
has been fully discussed in regard to genius by 
Galton ; in regard to psychological morbidity by 
Lucas, Despine and Mireau ; in regard to crime by 
Bruce Thompson ; in regard to insanity by Morel, 
Maudsley and others, and in a more general way 
by Herbert Spencer, Ribot and others. 

Nobody doubts but that the general nature of 
the parent is transmitted to the child. That less 
important peculiarities are transmissible is not so 
plain, nevertheless established. Many families have 
been known in which four, five and six generations 
had more or less than five fingers on each hand. 
Baldness, defective teeth, deafness, cataract, have 
been known to be congenital, and the gout, con- 
sumption and insanity are universally so ; other 
affections are more or less so, and nervousness in 
parents generally appears in the children. 

Singular habits are often formed through pecul- 
iar surroundings, and give rise to peculiar structural 
formations. Domestic birds that have no use for 
flying lose the power of the wing. Cave fishes, 
like moles, lose the organ of sight almost entirely. 
Domestic animals, which are not exposed to hostile 
attacks from other animals and do not raise their 



Heredity. j\ 

external ear in the act of spying the feared danger, 
lose the power of doing so just as man has lost it ; 
and, hence, the importance of fostering mental 
habits, as attention, reflection, self- observation, 
will, etc., as these habits condition corresponding 
structural peculiarities in the brain, become trans- 
missible, and, after ages, permanent features of the 
race. 

That even newly acquired habits are transmis- 
sible has been established beyond contradiction. 
It is maintained, with much reason, that merely 
the predisposition to disease and malformation, 
insanity, dipsomania, crime, consumption, etc., is 
transmitted and only developed under conditions 
favoring the formation of these peculiarities. This 
explains why often the peculiarity which appeared 
in the parent does not appear in all the children, 
and often shows itself only after two, three and 
four generations, when surrounding conditions con- 
spire with the innate tendency they make actual. 

Let the educator bear in mind that human de- 
terioration can only be prevented by calling to his 
aid influences adverse to the development of un- 
desirable hereditary tendencies, and that the im- 
provement of mankind can only be secured by con- 
ditions favorable to the development of desirable 
hereditary tendencies. 

It is not often that the one or the other set of 



72 Heredity. 

qualities is so unalterably fixed in the mind of the 
child as to leave nothing to be done by Education. 

We are the work of two factors — of innate ten- 
dencies, which are the work of nature, and of sur- 
roundings and habits, which are the work of man 
and of Education. 

Heredity and human agency have each their 
limits, which it is well to bear in mind in order to 
avoid opposite, but equally dangerous mistakes. 
We cannot do all, but neither is our agency re- 
duced to nothing. Only by realizing the power of 
heredity as well as the power of external condi- 
tions, are we sure to press both into the service of 
mankind and thereby prevent human deteriora- 
tion. 

We hold with Dr. Carter that the habit of exer- 
cising the judgment increases the power of this 
intellectual operation by stimulating the growth 
of its nervous organ, and that, as a general rule, a 
inan s brain grows to the kind of activity most habit- 
ual to it — whether sensational or intellectual — and 
a tendency to the character thus impressed upon it 
is transmitted in some measure to his offspring. 
Or, as Darwin and Herbert Spencer show, external 
influences may considerably change functions which 
in their turn modify the organ which becomes per- 
manent and fixed in the race through heredity. 

Our mental powers have attained their present 



Heredity. 73 

perfection through the cumulative or hereditary 
effect of a thousand generations, and are as capa- 
ble of hereditary improvement in the future as 
they have been in the past. 

It is high time the hereditary tendency of mental 
characteristics be intelligently applied in the Edu- 
cation of the race. The presumption is that, as the 
organ is hereditaiy, the function must be so, too. 
Thinking improves the brain under certain condi- 
tions, and with the improved brain the thinking is 
transmitted. Dr. Gall has maintained as much sixty 
years ago, and Auguste Comte recognizes the fact. 
Thomas Buckle was still in doubt, but observation 
has established the hereditary nature of our moral 
and intellectual faculties. Both Senecas were noted 
for their extraordinary memories. So were An- 
naeus, father and son ; and in modern times the 
Porson family. The hereditary nature of the imagi- 
nation is illustrated by the poetic eminence of 
the Greek poets Sophocles, his son and grandson ; 
Aristophanes, the famous comic poet, and his three 
sons ; Ariosto, of the " Orlando Furioso," his 
brother, Gabriel, and his nephew, Horace ; Tasso, 
the renowned author of '' Jerusalem Delivered," 
and Bernardo Tasso, his father, the greatest poet 
of his time, though eclipsed by his great son ; 
music has descended through two centuries in the 
family of the Bachs. 
4 



74 Heredity. 

The family history of scientific men shows the 
intellect just as subject to the law of heredity 
as the imagination ; an observation holding true 
from Aristqtle down to Darwin, and of which we 
will cite a few instances. Jacques Bernouilli, a dis- 
tinguished mathematician and scientist, had two 
sons, four grandsons and two great-grandsons equal- 
ly renowned in one or another branch of science. 
Cassini, a celebrated astronomer, had a son, grand- 
son, great-grandson and a great-great-grandson, all 
distinguished astronomers and naturalists. Euler, 
the. celebrated mathematician, had a father and 
three sons, all great mathematicians. Gregory, the 
distinguished mathematician, counted fifteen mem- 
bers of scientific ability in his family. Sir William 
Herschel, the renowned astronomer, his son, John 
Herschel, his daughter and two grandsons, are 
among hundreds of illustrations of the principle 
of heredity. 

The will-power, prominent in statesmen and sol- 
diers, follows the same law, as is manifest from 
the names of the Adams, Colberts, Foxes, Guises, 
Medicis, Pitts, Peels, Richelieus, Walpoles, Charle- 
magne, Collignys, Gustavus Adolphus, Maurice of 
Nassau, and many other equally distinguished fami- 
lies. 

It is not pleasant to dwell upon the shady side 
of human nature, or we could cite as many illustra- 



Heredity, 75 

tions of the hereditary nature of drunkenness, theft, 
suicide, homicide and other crimes and vices. We 
shall illustrate this tendency by the sketch of one 
or two unfortunate families. 

Jean Chretien shows the following descendants 
by three sons : 

Two grandsons condemned for life to hard labor 
for robbery and murder ; one grandson condemned 
to death ; one great-grandson transported for rob- 
bery ; one great-grandson died in prison guilty of 
many robberies ; one great-grandson died falling 
from a roof he was scaling in the attempt of rob- 
bery ; one great-grandson died guilty of many rob- 
beries ; two great-granddaughters died in prison, 
where they were sent for theft ; one great-great- 
grandson condemned to death for murder and 
robbery. 

Bruce Thompson tells of 904 convicts at Perth, 
404 of whom were recommitted. In a house of 
detention were 109 convicts belonging to 50 fami- 
lies, and 8 members of one family. 

A most striking illustration of hereditary degen- 
eracy offers the Thirtieth Annual Report of the 
Prison Association of the State of New York. 

The Juke family, located in the State of New 
York, is descended from five sisters who were born 
1 720-1 740, and counts among its members 140 
criminals and offenders, 60 habitual thieves and 50 



j6 Race Education Defined. 

common prostitutes. Seven murders have been 
committed by this family, and one and forty years 
have been spent by it inside the prison. 

The reporter of this case asks : " Do our courts, 
our lavv'S, our almshouses and our jails deal with 
the question presented?" To us it seems, when 
once the problem reaches the court, the almshouse 
or the jail, it is already too late, and matters but 
little how they deal with it. The. far more impor- 
tant query is, does our system of Education deal 
with this question? Shall we, by example, sur- 
roundings and judicious training, produce gener- 
ations of Fenelons, Franklins and Aragos, or let 
heredity uncontrolled breed families and gener- 
ations of the Chretien and Juke style, and bank- 
rupt humanity? 

RACE EDUCATION DEFINED. 

But Education to be hereditary must be some- 
thing different than a mere cramming process. 
True Education is the constitutional improvement 
of the whole man. Man, and not scholarship, is 
the aim of Education. The constitutional improve- 
ment of man is effected by the training of the body, 
the senses and the functions of the brain to the 
highest degree of power and active use. 

This training must take place in the formative 
period of earliest infancy, in order to improve the 



Race Education Defined. jj 

very organization, that it may work rightly and 
automatically through life. 

Education must be functional and affect the or- 
ganization of man, if it is to be hereditary. 

Education, when hereditary, is not lost with 
the individual, but is what it ought to be — Race 
Education. 

Education, when so constituted as to become 
hereditary in its effects, forms a truly National 
Education. 

An Education that affects the constitution of 
man through habitual training in the formative 
period of earliest infancy, forms man's character ; 
and if the training is of the right sort, it makes 
him a good man ; and a like training of the whole 
people forms a noble national character. 

The practical training of the eye, the ear, the 
hand, the intellect and the will in the formative 
period of earliest infancy makes an effective, indus- 
trious individual, and a like general training renders 
a nation industrious, inventive and prosperous. 
Our bookish Education keeps us from observing 
and using our senses with accuracy — a power of 
universal usefulness, and yet so rare. 

The present bringing up called by a misnomer 
Education, neglecting the child in the formative, 
and, therefore, most susceptible and assimilative 
period of its earliest infancy, fails to form its char- 



^8 Race Education Defined, 

acter or to develop its powers ; it fills the world 
with conceptions lacking execution, aspirations un- 
satisfied, promises unfulfilled, beautiful theories and 
poor practice, and, hence, the conflict between the 
ideal and the real, which constitutes the contradic- 
tion and the misery of the times. 

Education must put the child to work; for by- 
work man is perfected. And what he does not 
achieve, he never comprehends ; and, hence, the 
barrenness of the word-learning of the schools. 
It profits but little the individual, and none at all 
the race or nation. 

Habit and heredity, judiciously controlled, ame- 
liorate man ; left to themselves they deteriorate 
him. 

We have to this day neglected to aim at the 
cumulative effect of Education through the prin- 
ciple of heredity, and have failed to secure as great 
an abundance of good and wise men, inventors, 
statesmen and sages as we -might, while the vicious 
have even by the power of this principle spread 
themselves through generations until they threaten 
to curse the nation with a brood of criminals, pau- 
pers and imbeciles. 

There is something of the infinite in moral obli- 
gation ; and our duty toward the present, to be 
rightly performed, must take in the remotest fu- 
ture. The solidarity of mankind extends through 



Race Education Defined. yg 

all time as through all space, or as far as man's 
existence spreads. Only when based upon the 
principle of heredity we shall educate man for the 
future of the race, will the individual be blessed in 
his present relations ; while an Education that ig- 
nores the future of the race sacrifices likewise the 
true interests of the individual and of the present, 
which are inseparably linked to the whole of hu- 
manity. 

Only when national infant schools will watch 
over, cultivate and direct the growth of the bodies 
and souls of the dear little ones of the nation ; and 
the future mothers of the race, instead of being 
unsexed in factories, will be trained in these na- 
tional schools for their truly noble work in the 
nursery, will our homes be co-workers with our 
schools ; and people and teachers will form one 
great educational association, joining heart, head 
and hand in the great national work of rearmg up 
the rising generation. 

Only when the principle of heredity will be made 
the foundation of a system — which will be the Edu- 
cation of the race and the nation as well as of the 
individual — will men of enlarged capacities of head 
and heart consecrate themselves to the work of 
Education, which under their hands will no more 
be a thoughtless routine, but science, life and prac- 
tice. There was a heathen age, when it was the 



8o Race and Scholastic Education. 

ambition of the great and the wise to guide and 
teach the young, who grew up to men worthy of 
their teachers, who were sages ; that time must and 
will come again, and then humanity will be blessed. 

Nothing but a thorough, consistent and well- 
directed Race Education will free the masses from 
the blight of pauperism, madness and crime, and 
remove from us the disorganizing selfishness and 
incapacity for good that sadden us on every side. 

Education at public expense, directed by the na- 
tion, must be national, securing the perpetuity of 
the commonwealth and the well-being of the 
masses, and that can only be achieved by hered- 
itary Race Education, which is improving the 
quality and increasing the energy of every God- 
given power of the body and soul of man. 

RACE AND SCHOLASTIC EDUCATION. 

Race Education is the only solution of the great 
social problem arising from hereditary defective- 
ness and the consequent increase of pauperism, 
misery, crime and insanity. 

While our routine Education is scholastic, exer- 
cising the memory at the expense of every other 
faculty and to the injury of the force of body and 
soul. Race Education, or Hereditary Culture, is 
hygiene applied to the physical, mental^ and moral 
nature of man. 



Race and Scholastic Education. 8i 

Race Education, by training the present genera- 
tion, determines the condition of the next one ; it 
watches over the first liours and days of man, when 
the foundations of his character are laid ; it watches 
with unwearying solicitude over the waive in its 
charge, as a mother does over her babe. 
. Race Education makes physical culture the basis 
of its future operations ; and, hence, gymnastics 
form an important part of its system. 

Race Education, by its own hygienic tendency, 
inures the people to an habitual observance of the 
sanitary laws of body and mind, and secures there- 
by the health and strength of the nation. 

Race Education, or Hereditary Culture, makes 
the practice of art and industry integral parts of 
its system ; first, because activity is health, and, 
secondly, because activity transforms the physical 
world into things of beauty and use, which, in their 
turn, become means of a more perfect life ; while 
the scholastic system has its eye fixed upon an ar- 
tificial literary standard, unconcerned about life, 
health and power, and is entirely theoretical and 
notional. 

Race Education, or Hereditary Culture, as it dif- 
fers from scholastic Education in aim and method, 
so it differs from it in the objects of knowledge, or 
the subjects it gives prominence to in its course of 
instruction. It cultivates the study of hygiene, of 
4* 



82 Race and Scholastic Education Compared, 

nature, art, industry, economics and government, 
whatever concerns life and action, and looks to the 
future of man ; while scholastic Education concerns 
itself about words, opinions, archaeological lore, and 
looks to the past. 

Race Education, or Heredi-tary Culture, consid- 
ers function, organization, power, work and charac- 
ter, or a complete human existence, as the end, and 
knowledge as but one of the means for securing 
this end. 

RACE AND SCHOLASTIC EDUCATION COMPARED. 

Race Education, or Hereditary Culture, aiming 
at mental quality is averse to stuffing by lectures 
or text books. The mind must be exercised on 
the object of thought in the only natural and old 
Socratic way by dialogue, which alone develops the 
power of thought, and by showing the student how 
to find knowledge in and by himself, makes it part 
of himself and a possession forever. 

It was not books, but the discourse, says Thorn- 
ton, that developed the Grecian mind for the ap- 
preciation of Eschylus and orators of the metal of 
Demosthenes. 

Race Education, caring above all for man, chooses 
subjects and methods of instruction suited to the 
age and the development of the faculties of judg- 
ment, reason, sensibility, invention or imagination. 



Race and Scholastic Education Compared. 83 

The scholastic system, caring more for scholar- 
ship than for m.an, adopts methods calculated for 
the promotion of learning, unconcerned about the 
effect upon man, as it cares more about a complete 
body of rules of Latin composition or Greek par- 
ticles, than about the body and soul of humanity. 

Race Education, aiming at a harmoniously de- 
veloped and happy humanity, recognizes the claims 
of the young to the happy days of childhood^ 
which it will not sacrifice for the sake of produc- 
ing intellectual prodigies. 

Race Education, or Hereditary Culture, direct- 
ing its efforts against human deterioration, guards 
against premature mental strains in infancy ; it 
takes measures against the mental equilibrium 
disturbing predominance of one faculty over an- 
other ; it aims at soundness and efficiency all over, 
which secures the present success and happiness of 
the individual as well as the health and strength 
of the race in the future ; while our scholastic 
Education, which has only in view the individual 
and its accomplishments, cultivates the memory 
and imagination at the cost of the highest reason- 
ing and moral faculties, and makes men selfish, 
proud and unjust ; and, hence, the strife, ambi- 
tion, disappointment, increase of insanity, suicide, 
premature death and social decay, so glaring in 
our day. 



84 Race and Scholastic Education Compared. 

Our chiefly literary Education stimulates mostly 
emotion and fancy, which are the life of the pas- 
sions, and it secures the application of the student 
by working upon his pride, and thus nurses the 
flame which consumes us ; for pride or morbid 
selfishness is half insanity, and passions uncon- 
trolled are insanity complete ; and pride and pas- 
sion, as they disorganize human economy, so they 
disorganize the social ; and, hence, our charge 
against the doubly fatal tendency of our scholas- 
tic Education upon the individual as well as upon 
society. 

However loyal schoolmen may be in theory 
to the principles of development in Education, do 
they recognize them in practice? Do they give 
due weight to the training of the physical forces, 
the senses, and, especially, to the moral faculties 
and the powers of observation, invention and prac- 
tical execution or industrial skill ? 

Do they supremely aim at'forming sound minds 
in sound bodies, which help themselves by efficient 
hands, restrained from working injury to others 
by fortified morals and habits of honesty ? 

As all evils tend to race deterioration, and not 
infrequently spring from it. Education, the great 
social preserver, has to be moulded in every par- 
ticular, in aim, means, method, scope and surround- 
ings, in keeping with the one great aim of race 



Race and Scholastic Education Compared. 85 

amelioration or Hereditary Culture, to which every 
patt of Education mi:pst tend as the radius points 
to the centre. 

Our scholastic tattooing, with all its ornaments 
and accomplishments, is shallow patchwork, while 
Race Education recognizes no improvement unless 
it enters the blood and m.arrow of body and soul, 
and becomes, by its organic nature, hereditary. 

Unless our partly ineffectual and partly selfish 
culture is given up to Race Education, Pariahs will 
spring up among us stunned in body, low in per- 
ception and defective in moral sensibility, who will 
drag the nation into the vortex of their own 
corruption ; for the virtue and intelligence of a 
select few is too narrow a basis for a great nation 
to stand upon, and the few are absorbed by the 
many. 

Upon the foundation we indicate here, physiolo- 
gists, psychologists, statesmen and educators must 
raise a system,, in which every step taken shall 
advance the race as well as the individual in very 
deed and forever. 

The formation of desirable hereditary habits does 
not only call for infant scliools, but also for long- 
continued training. To render the association of 
occupation and virtue m^ore permanent, we must 
make it continuous to the age of sixteen or eight- 
een years ; this alone can deepen the better dispo- 



86 Race and Scholastic Education Compared. 

sition, render it organic and hereditary, and thus 
improve the race as well as the individual. 

Theoretical knowledge has assumed vast propor- 
tions, and its power and efficiency are marvelous, 
where physical resistance is to be overcome by 
mechanical elements. More indefinite is the pov/er 
of science in modifying organizations, which, grow- 
ing from within and averse to direct external inter- 
ference, yield only if put in surroundings, where 
they may — as if it were at will — seize upon the 
means which are to our purpose and assimilate 
them as desired. We know we have to adapt the 
medium a fauna or flora lives in to the qualities, 
we wish them to develop ; and yet, when we deal 
with the cultivation of man, we fancy that we can 
talk him into virtue, wisdom and efficiency, without 
adapting the conditions and surroundings to the 
desired end ; as if, like savages given to sorcery, we 
believed in the enchanting power of magic words 
and fqrmulas. We forget that our actions very 
much depend upon our affective and passional nat- 
ure, which almost wholly depends on the organic 
functions, in their turn determined by the nutritive 
condition of the entire state of the body and mind. 
Dejection, fear, grief, despair, uncertainty, anger, 
sorrow and the like affections, disturb the organic 
functions, which in their turn disturb the brain. 
And yet we consider the brain and its functions 



Race and Scholastic Education Compared. 87 

as if they were independent of all these affec- 
tions. 

But, if the outer world has to yield the elements 
for a healthy nutrition, the individual must, by an 
over-active habit, contract such affections and men- 
tal tendencies as are most desirable for his own de- 
velopment and that of the race. 

Only when we behold in our Education the Edu- 
cation of the race are we likely to see in our con- 
tact with men and nature and in our inner and 
outer experience, grand educational influences, tha 
end of which is our own development as well as 
the culture and development of the race. 

Men cannot be talked into living for the race ; 
they must be trained and be brought up for the 
race, and they will live for the race. 

Race Education, bringing up the individual for 
the race, develops the altruistic feelings, by which 
we feel the weal or woe of others as if it were our 
own, until conscience acts as an unerring and spon- 
taneous force, and the religion of doing good be- 
comes as hereditary among men as brute instinct 
among animals. 

Does our position that the individual belongs to 
the race want a proof? Is there a power or faculty 
in him that has not descended to him from the 
race, and ought he not to make a faithful return 
for the trust with which he has been honored ? 



88 Race and Scholastic Education Compared. 

Humanity has hitherto progressed from mere 
brutal strength to intellectual force, and must ad- 
vance to moral power. Violence has but shifted 
the scene from muscle to brain. The three powers 
in man seem to have divided the rule of the ages 
among themselves. The first age of the world 
belonged to the brutal force in man. The second 
age belonged to reason. The empire of both 
these powers is equally remorseless. The third 
age of the world belongs to love, which rules only 
to serve. 

God comes to us in humanity, and, above all, in 
helpless children, and calls upon us in their divine 
capabilities, which wait for our maturing them. 

Education must not be a trade, but a worship ; 
and the school must become a temple, in which 
the teacher officiating at the altar of humanity, 
makes a sacrifice of himself that the race may live 
a better and happier life. 

Science pushes us to these conclusions. For every 
function has for its end self-preservation ; and the 
function of Education must have for its purpose 
the preservation of the race, and, hence, the indi- 
vidual must be brought up not for ambition, wealth 
or power, but for the race. If we lived in isolation 
like animals, their brutal, individual Education 
might do for us as for them, but as we are by our 
families and states linked with the whole of hu- 



Race and Scholastic Education Compared. 89 

manity, the condition of the race determines our 
own preservation. 

Not only the moral law with its sanctions of a 
sweet inner reward or remorse, but also the inex- 
orable law of physiology, with its long catalogue 
of most hideous diseases, enjoins upon us Race 
Education, or Hereditary Culture. 

The importance of physical Education has been 
insisted upon by all great writers on Education, so 
the training of the senses, the development of the 
mental faculties, the formation of character and 
the strengthening of the will, so have the means 
of doing this great work been tried and studied ; 
but, though the highest induction contains nothing 
but what lies in the scattered facts, it throws a flood 
of light upon them, and so will the principle of 
Race Education, or Hereditary Culture, give defi- 
niteness and union to the principles and practice of 
Education, which it will guide and direct by keep- 
ing in view the highest aim, by inculcating the 
subordination of the individual to the race, of 
which it is but a part and for which it must live 
and be educated. 

The necessity of basing Education upon the 
principle of race amelioration was first suggested 
to us by the overwhelming evidence of an actual 
deterioration of race, forced upon us by a patho- 
logical study of labor. The study of heredity con- 



go Systejns of Education. 

vinced us, in the next place, of the transmissibility 
of improved mental states, and, therefore, of the 
practicability of race amelioration through im- 
proved methods of Education. 

Our doctrine is supported on every page of Car- 
penter's remarkable work on Mental Physiology, 
which must suggest our doctrine that the heredi- 
tary defectiveness of the masses must be corrected by 
Education and Hereditary Culture ; that an Educa- 
tion that does not affect its subjects organically ana 
permanently — even as far as the race is concerned, 
and for future generations — is not deserving the 
name of Education. 

This is our principle of Education, and all the 
means and appliances of study and training of 
mind and body must tend toward it as the planets 
do to the sun. 

The great social problem of the condition of the 
masses, the latest development in biology, and the 
progress in the separate parts of Education, all point 
to the doctrine of Race Education, or Hereditaiy 
Culture, as the principle of gravitation of a strictly 
scientific system of Education upon which the whole 
science — in all its parts — is to be reconstructed. 

SYSTEMS OF EDUCATION. 

Others before us have laid stress upon Educa- 
tion ; have singled out the various parts of Educa- 



Systems of Education. 9 1 

tion ; have, perhaps, seen in part the importance 
of our principle, as Spurzheim and others of the 
same school ; none, however, have recognized in it 
the principle that contains all others and much 
more beside, and that alone is comprehensive 
enough to rear upon a complete system of Edu- 
cation. 

Penn's first word to his colony was, " Educate," 
and Washington's last bequest in his farewell ad- 
dress to the people he so well loved, was again, 
'' Educate." 

Education, says Renan, is with modern society 
a question of life and death. It contains, as La- 
boulaye says, the solution of the problem that 
troubles the age we live in. But what is com- 
monly called Education, makes of us, as Goethe 
expressed it, bags filled with words, figures and 
facts. What we want is men of vigor, action and 
character. " It is the early training that makes 
the master," sings Germany's great national poet. 
Strength, will, power, mental activity, work and a 
harmoniously developed humanity must be aimed 
at in Education — such are the utterances of our 
great thinkers. 

Our higher reason is but the accumulated capital 
of the progress of the ages, says science. Thank- 
fully we receive at the hands of the heroes of hu- 
man progress the requisite material for our struct- 



92 Systems of Education. 

ure of Race Education, and trace step by step our 
principle in their labors. 

Already the Lacedemonians gave supreme atten- 
tion to the physical condition of the parents. 

The Old Testament almost on every one of its 
pages, lays stress upon the early training of the 
young. 

The genealogical history of individuals and fam- 
ilies proves the truth of the heredity of mental 
traits.. Physiology teaches that systematic think- 
ing enlarges the brain, and craniology establishes 
this principle by the exact measurements of the 
skulls of races and ages belonging to different 
stages of civilization. We acknowledge our in- 
debtedness for these and other labors. 

Happiness, truth, goodness, activity, reasonable- 
ness, virtue, God-likeness, etc., are unquestionably 
important elements, but they lack direction, defi- 
niteness, compass and scientific basis ; they con- 
tain no principle that secures what they aim at, 
and each and every one of them considers only the 
individual, who, if he is to live for humanity, must 
be educated for it. 

There is not a principle suggested by our system 
but has the support of the earliest thinkers of the 
race. 

The divine Plato largely discourses how manners 
are implanted in early infancy, and virtue gathers 



Systems of Education. 93 

strength from habit. He insisted upon bringing 
together children from three to six years of age for 
the purpose of being trained at their self-originated 
games. He already considered compulsory Educa- 
tion the safeguard of the State. Careful training 
in gymnastics, music and science he insists upon 
as the means for- the attainment of strength and 
beauty of mind and body, so highly prized, among 
the Greeks. 

Aristotle, who furnished the world with its intel- 
lectual food for over two thousand years, like his 
great master, urges State Education to begin in 
early childhood, the very playthings of which 
should have a bearing upon the life and work of 
the man, whose ethical culture must be secured 
by early habits of right feeling and correct ac- 
tion, under teachers of political knowledge, whose 
aim must be not to form merely useful, but per- 
fect men, by the means of art, science and dis- 
cipline, the tools of Education. 

Plutarch, in his inimitable essay on Education, 
tells us of Lycurgus showing the Lacedemonians 
in a public meeting the effect of early training on 
two dogs of the same dam, the one running to the 
platter, and the other starting after the hare ; the 
one made voracious, and the other an excellent 
hunter. 

Early exercise, says the same author, gives 



94 Systems of Education. 

strength ; good habits lead to virtue, and wisdom 
leads to happiness and a good old age. 

Training of body and soul from earliest infancy, 
the solid things of science, the living example of 
parents and teachers, and upon the like topics, 
Plutarch gave us in these essays his thoughts with 
a freshness, which makes them delightful reading 
to-day.* 

Montaigne said : " Bookish learning is a poor 
stock to go upon." Again, he said : " Our under- 
standings are no more formed by learning by rote 
what other men said than we learn riding, han- 
dling an axe or playing a tune, by discourses with- 
out practice." 

Lord Bacon said : " Our speeches take after our 
learning, our thoughts after our inclinations, and 
our deeds after our habits, which are fixed by the 
force of early custom." 

Milton indignantly descants against the waste of 
time in our schools with a miserable little Latin 
and Greek, and pleads for a virtuous and noble 
Education, consisting in studies, exercises, diet and 
music, likest to those ancient and famous schools 
of Pythagoras, Plato, Isocrates, Aristotle and oth- 
ers, and of whom were bred such a number of re- 
nowned philosophers, orators, historians, poets and 
statesmen. 

John Locke held that a sound mind in a sound 



Systems of Education. 95 

body — as already Juvenal aptly expressed it — is 
the chiefest happiness, and, hence, the chiefest care 
. of Education. Education makes the man, and the 
commonest and weakest impressions in childhood 
have most important and permanent consequences 
for us. Morals and good habits come first, the 
knowledge of things next, and languages last. The 
treatment should be mild, natural and suited to the 
temperament, inclination and character of the child, 
which the educator has to study carefully. 

Leibnitz, who, by the universality of his genius, 
has thrown out many ideas ahead of his age, ad- 
vanced the teaching of the arts and trades in public 
schools as a matter of highest utility to the State. 

Montesquieu said. Education has for its founda- 
tion the same principles as the State — fear under 
despotism, pride under a monarchy, and virtue un- 
der a republic. And since virtue is formed by early 
habit, a republic must train children to simplicity 
and self-restraint. Attachment to the laws of the 
country demands a preference of the public good 
to narrow self-interest. Everybody participates in 
a free country in the government of the State, and 
must love to preserve it. Nothing but virtue and 
intelligence can save a republic from ending in 
despotism, corruption and anarchy. 

As the great Cominius, the John the Baptist of 
universal Education, was the apostle of the study 



96 Systems of Education. 

of method, to the spread of which all over Europe 
his agitated life has been devoted, so was Rousseau 
a hundred years later the apostle of the study of 
the child and its nature. According to him, the 
full activity of our senses and faculties and the 
skill of acquiring knowledge are the ends of Edu- 
cation and are to be attained by actual observa- 
tion, but not by mere words thrust upon children, 
to whom they have no meaning and whom they 
can but stupefy. Like Locke, Rousseau insists 
upon the propriety of every child learning a trade, 
which not only bestows independence, but culti- 
vates reflection far more than books do at that age. 

Basedow, who first reduced to practice whatever 
was tangible in Rousseau's '^ Emile," insisted equal- 
ly upon his pupils to engage at least two hours daily 
in the mechanical exercise of some useful trade. 

None lived in deeper sympathy with the race, 
shared its miseries, loved it more truly, or worked 
more earnestly for elevating and saving it through 
life-long labor in the schoolroom, than Pestalozzi, 
and none has effectually more reformed our system 
of Education than he. He has clearly worked out 
the principles of developmental Education, object 
teaching and the whole modern system of primary 
Education ; and he, above all, is the prophet of the 
school house and the schoolmaster of Europe. 

Man's love of liberty, says Kant, is so strong that 



Systems of Education. 97 

if he is not early subjected to discipline, he inclines, 
especially under a free government, to lawlessness, 
which is barbarity. To habituate the child to sub- 
mission to reason is the first aim of Education, 
which must lead the race to its highest destiny, 
the development of its faculties. The great phi- 
losopher of Konigsberg insisted that the child is 
not to be educated for the world as it is, that it 
may get along in it, but that it must be brought 
up for humanity and a better future ; and that a 
bringing us up for the good of the world cannot 
injure us in our own life. Education is discipline 
or correction, culture or instruction, and exercise 
of the faculties of prudence and wisdom, and at 
last the formation of the moral disposition or of 
character. The child must learn to use its freedom 
and its powers, act upon principles and develop its 
character by order and steadiness. Work is the 
chief element in human life ; the school should, 
therefore, train children to work, and as this re- 
quires strength and energy, physical exercise must 
form the prelude to Education, and is a chief part 
of it. So far the founder of the critical school of 
philosophy of Germany. 

Mackintosh wisely says. Education is a proper 
disposal of all the circumstances which influence 
character, and of the means of producing those 
habitual dispositions which insure well-doing. 
5 



gS Systems of Education, 

According to Froebel, indolence, love of pleas- 
ure, want of sense and energy, lead to vice and 
crime. He insists, therefore, upon work, as activity 
takes delight in its own creation, and develops 
intelligence and energy of will. Rousseau, Pesta- 
lozzi, and others before them, have seen that work 
develops virtue. None but Froebel has realized 
all the applications this principle is capable of de- 
veloping in man. The Kindergarten is the door 
by which we re-enter the garden of Eden. As 
work was the first means in educating the race, 
when the soil was cursed with sterility that man 
might be blessed through work, so in the Education 
of the individual, work is the first means of blessing 
him ; and the restless activity of the child is the 
foundation of the indefatigable enterprise of the 
man. Industry, which is the characteristic feature 
of the age, must be made the school of humanity. 
Life, energy and power, like wisdom, are not to be 
plucked from trees; they come only as responses 
to an earnest will, as the prayer which ends in work 
as its amen. 

And in earliest infancy this training must begin. 
Spelling, grammar and arithmetic may be learned 
at ten or twenty years, or later. The man, the 
character, says Juvenal, is made at seven ; what he is 
then, he will always be — in spite of a thousand teach- 
ers you may give him after that period has passed. 



Systems of Education, 99 

Maudsley says, the true aim and character of 
Education are unhappily not yet understood. Man 
should understand himself and nature, of which he 
is a part ; and with which himself, his thoughts and 
actions should be in harmony; that through knowl- 
edge of and obedience to the laws of nature he 
may represent the highest physical, mental and 
moral evolution. Our present Education must be 
revolutionized ; for to-day, riches, position, power 
and the applause of men are the chief aims, and 
not culture, development and character; and, 
hence, anxieties, disappointments and jealousies 
break down the soul in madness, which noth- 
ing can cure more radically than a sound Educa- 
tion. 

John Draper maintains. Education should repre- 
sent the existing state of knowledge and not the 
pretended wisdom of past ages. He treats with 
deserved contempt the pretended training obtained 
through the study of Latin and Greek. The Ameri- 
can political system is founded on the principle of 
public intellectual culture, and the organization of 
the intellect is to be the great work of this conti- 
nent. The only method of ameliorating the con- 
dition of men is by acting on their intelligence. 
Our aspirations have been hitherto physical ; they 
must and are now becoming spiritual and intellec- 
tual. Our personal ambitions must retire, that we 



100 Race and Individual Education. 

may share in the development and accompHshment 
of a far higher result. 

There is not a principle of Education but we 
may glean it from some ancient or modern writer ; 
but Race Education, or Hereditary Culture, is a 
formula that embraces all the hitherto separated 
tendencies, each of which is but part of Education. 
It embraces the physical, mental, moral and indus- 
trial elements ; it suggests the method, means and 
end, and sets before us humanity as the highest 
aim ; it is above all practical, and looks to the 
solid welfare of the individual, nation and race,- and 
indicates the necessity of a National Education, as 
none but the nation can educate the individual for 
the race and nation. 

RACE AND INDIVIDUAL EDUCATION. 

Man, standing on the border of the brute world, 
cares only for himself. He mounts the first step 
of civilization and lives for his family ; the second, 
and he lives for the State. He is to-day called 
upon to mount the third and live for the race. 
Or, is it asking too much, after ages of spiritual 
culture and political Education, that man should 
feel his unity with, and his place in the race, from 
which separated he has no more life nor purpose 
than the eye, hand or foot has apart from the 
body ? 



Race and Individual Education. loi 

Is it not unscientific and leading to mischief, if 
the school treat man as a complete and unitary 
being that has its end outside of the race ? 

Should we not live, and, therefore, be brought 
up for the race ? Or, are we to be brought up for 
ourselves, and be told afterward that we must live 
for the race ? Does not this doing one thing and 
saying another, sow in us the seeds of hypocrisy 
and contradiction ? Does not our every act bless 
or curse the race, ameliorate or deteriorate it ? 
Why, then, should the preservation and ameliora- 
tion of the race, which enters our every act, not be 
made especially the aim of Education ? 

If a decent regard for the rights of conscience 
keeps out of schools disputable points, what is 
there to hinder us from introducing into them the 
purest ethics of science ? 

The training of man for his place in a world of 
law, order and justice, that the race may be pre- 
served and live, grow and develop in harmony with 
the conditions of being and universal progress and 
development, is the work of Race Education, or 
Hereditary Culture. 

Everything serves a purpose outside its own ex- 
istence ; it is the law of nature in which everything 
is means as well as ends. Man, a conscious being, 
feels the void of a life that serves no higher purpose 
and ends with its own being. Race Education 



102 Race and Individual Education. 

points out to us humanity or the whole as the end 
of the individual, who is but part of the whole, and 
is only possible in and through it. 

The individual who, in passion or ignorance, 
silences this inner voice of nature, which pushes 
man to be means as well as end in a world of mu- 
tuality, will soon perish in his isolation. 

Every great reformer of Education was a great 
lover of the race. So was every extraordinary 
teacher. The worst method in the hands of a 
teacher full of love to his race, is preferable to the 
best method in the hands of a teacher whose soul 
is dead. 

The highest scientific induction places the spirit 
of saving, elevating and preserving the race, which 
has led all the great reformers of Education into the 
discovery of improved methods, and has strength- 
ened and upheld their hands in the performance of 
their arduous work, as a constructive principle, at 
the very head and front of Education, and builds 
upon it a system in keeping with the great end to 
be attained. 

Of course, routine pays no attention to the aim 
or principle of the teacher, whom it considers a 
tool working well with the method, books and 
charts furnished by the man of genius who has a 
soul for him. 

We deny the proposition. Man is not made of 



Race and Individual Education. 103 

wood or leather, and cannot be manufactured ma- 
chine-like. A man must have a higher life in his 
soul, or he cannot kindle it in others. In ev- 
ery department even this is the mischief, that 
forms and methods so useful supersede the life 
and spirit which generated them ; and, natural 
enough, lose their efficiency with the spirit that 
departed. 

The highest generalization alone can teach us 
the proper means and methods, and put into them 
life and efficiency. 

Civilization will not long tolerate the barbarism of 
our present poor and mad-houses or killing jails. 
The care of our defectives is becoming very expen- 
sive ; the lessening of public burdens, therefore, by 
lessening public miseries, is the rightful domain of 
public Education, the sphere of which is the pub- 
lic weal and not fashionable accomplishments, lead- 
ing to fashionable vices and corruption, and end- 
ing in human degeneracy — the very thing public 
Education is to prevent. 

If we are to succeed in stopping race dete- 
rioration or lessening defectiveness, we must aim 
directly at it and work hard for it ; sailing at 
large on the wide ocean of Education will not 
do it. 

Theorists may dream ; still the indications are the 
world is not to be improved by being turned into 



104 Race and Individual Education. 

a vast monster kitchen, but by being made into a 
grand school house, where the present generation 
will train the next one, that every man may live in 
harmony with the laws of his own individual being, 
of society and of the entire universe ; that all dis- 
cord may disappear ; vice, misery and crime may 
only live in name as sad memories of the past, and 
men may no more imbrue their hands in each oth- 
er's blood, nor" may be driven annually by the half a 
million to madness or unnatural self-destruction. 
The common consciousness of the nation and the 
world at large is, that its future salvation is Educa- 
tion. Of course, we ascribe such potency, no more 
than Herbert Spencer does, to mere ciphering, or 
spelling, or geography, or algebra. 

Make the individual the end of Education, and 
his partial culture will be taken for his full develop- 
ment ; make individual development the means and 
the race the end — as nothing else is — heredity be- 
comes then our great ally and human degeneracj^ 
our great adversary, of which the one can only be 
secured by early infant training and discipline 
throughout the whole of Education, and the other 
can only be combated through industrial train- 
ing, the only sure preventive of pauperism, the 
main source of misery which opens the flood gates 
of human degeneracy. 



Race Edtication Further Expounded. 105 

RACE EDUCATION FURTHER EXPOUNDED. 

Physical, intellectual, moral, scientific and indus- 
trial Education have each attracted more or less 
attention. We deal with Education as a social 
science and with the chief end of Education. 
Men of mere routine care not about ends, but the 
sight of the end of the journey keeps us on the 
right track. The end once clearly perceived, and 
the means and method for obtaining it are clear. 
The putting of the problem right is half the solu- 
tion ; and, hence, our solicitude for ascertaining 
the great end of Education and for finding the 
formula, which embraces the whole of Education. 

Race Education implies that Education has its 
tangible foundation in the physical nature of, and 
its moral purpose in devotion to, the race. And 
we must lay stress upon the moral element, which 
is crowded out of Education by the multiplicity of 
modern studies. 

Virtue, says Locke, is to be aimed at in Educa- 
tion, and not forward pertness or any little arts of 
shifting. The teacher should know that Latin and 
language are the least part of Education, and that 
virtue and a well-tempered soul are to be preferred 
to any sort of learning. 

Lord Kames says : " Our teachers direct their 
instruction to the head with very little attention 
5* 



io6 Race Education Further Expounded. 

to the heart. And yet, surely, a man is intended 
to be more an active than a contemplative being; 
and right action is infinitely more important than 
rare scholarship." Bacon and Milton, like all great 
leaders of the race, speak in the same strain. 

But this right disposition can only be formed in 
the mind while it is in its very making, by our 
stamping devotion to mankind upon every exercise 
of the school, be it gymnastics, music or industry, 
and that we can only effect by engaging in every 
exercise for the purpose of enlarging the capacities, 
efficiency and happiness of the race. 

The whole of Education must be a consecration 
of the individual to the race, in which it is to be 
merged, and life from the cradle to the grave has 
to be a sacrifice of the present to the future, and 
of the individual to the race. Still, this sacrifice is 
only one in appearance, as we can do nothing for 
the race, which does not further our own individual 
growth and true happiness. 

Race Education, or Hereditary Culture, renders 
the adaptation of the Education of every individual 
to his own peculiar organization only the more im- 
perative, as no permanent improvement is possible 
which is not based on physiological conformation ; 
and, hence, the development of the race and the 
individual is best secured when the one is treated 
as the end, and the other as the means. 



Race Education Further Expounded. 107 

The gala or state morality, or moral mask and 
prudery, of a lesson or two a week in a mor^ text 
book, would not be worth pleading for. The whole 
of Education and every act of it must be perme«- 
ated by a spiritual element, which is at the same 
time the last and most sober word of science, with- 
out cant or weakness, and in which science and 
religion are wedded to each other — and that word 
is Race Education. 

In the multiplicity of means and methods for 
doing this, that and something else in the mechani- 
cal routine of our crowded school houses, the phys- 
ical basis, and the moral purpose of all true Edu- 
cation can only be kept in view by the magic w^ord 
of Race Education. 

A teacher cannot develop hereditary culture or 
build up a desirable national character, if he has 
not risen even to the bare conception of Race Edu- 
cation. He, who aims may hit ; he, who does not 
even aim is sure to miss. 

Only national infant schools moulding the char- 
acter and organization of a people by habit and 
training, and nothing else can build up a desirable 
hereditary national character. Every peculiarity 
of the skin, muscles, bones and nerves is hereditary, 
and so is that of the brain, especially when the whole 
of the nation is trained and educated in the same 
direction, and the surroundings are made subservi- 



io8 Race Education Further Expoimded, 

ent to the same common end. It is almost beyond 
the power of the individual to dispose the forces 
of nature and of society in a manner as will develop 
his character in the right direction. This requires 
the almost infinite means and power only at the 
disposal of a nation, which, to say the least, largely 
shares in our. individual responsibility, which it con- 
trols mightily in its right or wrong develqpment. 
And, hence, the duty of our public Education to 
use all the powers at the command of the state for 
the elevation of the character and efficiency of all. 
Race Education, or Progressive Hereditary Cult- 
ure, has a double function to perform — the correc- 
tion of physical, mental and moral morbid tenden- 
cies and the developing and strengthening of the 
normal activities of man in the most susceptible 
and pliable period of infancy and youth. 

Enlightened thinkers insist that a criminal should 
not be treated as a blank, but as a collection of 
hereditary tendencies; and, certainly, the school 
and the teacher should not be behind the prison 
and its keepers in scientific method and treatment. 
Let the school correct some of our hereditary ten- 
dencies and cultivate others, and there will soon 
be no call for prisons and the like institutions. 
Better the teacher study the hereditary tendencies 
of the child than that the same study be forced 
upon us in the end for the purpose of correcting 
pauperism, insanity and crime. 



Race Education Further Expounded. 109 

The constitutional deterioration of the masses 
induced by want, misery and neglect, begins its 
destructive work in the mind with the highest 
functions, the moral sensibilities, or the conscience, 
spreading to the will, the seat of the character or 
energy, until it reaches at last the power of thought ; 
and, hence, the increase of crime, pauperism and 
insanity. 

The physical powers may seem unabated, but 
the decay is apparent in the higher functions and 
the moral sensibilities are defective, rendering men 
hardly accountable. With the progress of deteri- 
oration the function of the will is attacked, and the 
man is no more to be blamed for his lethargy, than 
the idiot for his obtuseness. 

The corruption of our time and its general con- 
fusion, as our lack of organizing capacity, are all 
symptoms of deterioration not likely to be met by 
Latin grammar. 

We over-estimate in our scheme of Education 
the ideas of other men which, coming to us without 
thought or observation, are but half understood 
words, adding nothing to our real strength. Knowl- 
edge, like wealth, looks tempting ; but only when 
obtained by long and hard labor do they develop 
the power of employing them wisely. Our thirst 
for knowledge is as morbid as our greed for gain. 
Wealth and knowledge are both but means of 
which humanity is the end ; knowledge, however, 



no Race Education Further Expounded. 

instead of developing humanity by being assimilated 
into character or incorporated into institutions, is 
left by us unapplied. We hurry from idea to idea, 
like images in a phantasmagoria ; one gives way to 
the other ; all solves itself into relativity ; and, 
hence, the apathy and anarchy of the age in which 
truth and goodness have ceased to serve as stand- 
ards of life and action. 

Ideas are so far ahead of the actual condition of 
mankind that the application of the one to the 
other is almost out of question ; the one advancing 
at high speed, the other lagging lazily behind at a 
great distance, until hardly anything but violent 
revolution can bridge over the chasm between the 
actual and the ideal ; a contrast too painful long to 
be borne and which must have its adjustment. 

Race Education strives for a strong, healthy and 
normal humanity ; scholastic Education sends its 
literary firework up into the clouds, unconcerned 
about the benighted masses of mankind below. 

Religious men feel the defect of the position of 
men, who cultivate science and literature uncon- 
cerned about man. We have applied science to 
almost everything and have made it pay, save to 
humanity itself, which has become almost, worthless. 
It was otherwise with the Greeks. True, they knew 
but little of machinery, but their men were God- 
like. The realism of science may become as dan- 



Race Education and Division of Labor. 1 1 1 

gerous to humanity, and even more so, than the 
dogmatism of past, ages, which it replaces by the 
worship of wealth it develops. 

Spain, doting upon the gold mines of the New 
World, neglected the richer treasures of her own 
soil and got poor. We get rich by trade and com- 
merce, and neglect the cultivation of humanity, 
more rich in treasures than even the bosom of 
mother earth under our feet. Poor and paltry, 
indeed, are our richest possessions compared with 
the material wealth of the future, and this is but 
as the dust of the balance to the power and the re- 
sources of the mind, which creates it all. 

Science in its most perfect form leads to the 
highest evolution of humanity, and is more truly 
religious than anything else, because it is most 
humane. 

We believe with the great positivist, that the 
re-organization of Education must precede the re- 
organization of society ; as all legislation is but a 
dead letter as long as public opinion is unimproved. 

RACE EDUCATION AND DIVISION OF LABOR. 

Race Education leads to a proper division of 
labor, the chief part of a proper organization of 
society. 

For National Infant schools, a chief feature in 
Race Education, train young women for their fu- 



112 Woman's Work. 

ture work and duties as mothers and educators of 
the race. The children are kept first in the infant, 
next in the elementary, and, at last, in industrial 
schools ; and grown men alone are to work in facto- 
ries. Here, then, is a most simple and natural divi- 
sion of labor initiated, resting upon the difference of 
sex and age, decidedly restricting the present mur- 
derous competition of labor. All the vast interests 
and the very existence of humanity call impera- 
tively for this step in the re-organization of society, 
a step supported by public opinion and meeting 
with but little resistance, everybody feeling the 
need and naturalness of this measure. 

We shall not lose by this division of labor,- for 
we produce values in proportion to our efficiency ; 
and, if we are better educated, the production 
of material values will be enhanced, besides that 
the more perfect and normal man is the chiefest 
wealth of the state. 

woman's work. 

Woman holds her commission from God ; her 
natural sphere is the nursery and the Infant Train- 
ing school, where she continues her work of gesta- 
tion, which is not completed until she has formed 
the character of her offspring. 

The factory is not woman's place, as Gladstone 
says : " He who will free woman from labor in the 



Woman's Work. 113 

factory will be a benefactor of the family ;" still, as 
we cannot afford to lose the labor of half the race, 
woman must work for the race by working upon 
the race, fashioning and developing its character; 
and that she only can do when Kindergartens cover 
the land in which she is prepared for her work. 

Why were the Romans during the better ages of 
the republic the model citizens of the world ? Be- 
cause they had model mothers for their educators. 
Fill the land with Kindergartens, training women 
for their future duties as mothers ; and, as we shall 
have then more than Roman mothers, we shall also 
have citizens who are more than Romans. 

Woman in the barbarous state of society is the 
slave ; in the semi-barbarous she is the toy and the 
tyrant, and in the perfect state of society she is the 
educator. 

When women will be educators of the race they 
will be its saviors ; to-day, show, pride and vanity 
make them its destroyers, leading on men by their 
extravagance to corruption in private as well as 
public business, until confidence in men and insti- 
tutions is to-day fairly gone, and the downfall of 
the nation almost inevitable. 

To let a woman speak about her own sex, we 
will quote the well-known and competent Emilie 
Davies, who said before the National Association 
for the Improvement of Social Science : '* Is it 



1 14 Woma7is Work. 

not true that to amuse themselves and other peo- 
ple is the great object in the life of women ; and 
is it possible that their sedulous devotion to this 
one object can fail to react upon the men with 
whom they associate? Who gives the tone to 
what we may call lax and luxurious homes ? Who 
teaches the boys that hard work is foolish self-tor- 
ture, that an easy life is more to be desired than 
the fine gold of intellectual attainment ? Not their 
fathers. What is the ideal presented to young girls ? 
Is it anything higher than to be amiable, inoffen- 
sive, always ready to give pleasure and to be 
pleased? Could anything be more stupefying 
than such a conception of the purposes of exist- 
ence ? As long as women live only for trifles, men 
will only live for making money." 

Only when women will be brought up to be the 
educators of the race will men live for great pur- 
poses, and every family will be a centre from which 
saving influences will go forth to bless the race. 

Women have infinitely more tact for developing 
character than men, though they may have less fit- 
ness for teaching Aristotle's metaphysics, which, 
however, are best not taught at all. 

Pessimists may stamp every thought of an up- 
ward tendency as an idle dream, but we cannot be- 
lieve men, women, the government and our whole 
civilization hopelessly corrupt. 



The School and the Home. 1 1 5 

Race Education, or Hereditary Culture, aiming 
at the prevention of race deterioration, insists upon 
fitting woman for her domestic duties, upon the 
proper performance of which many lives depend. 
She has under her supervision the home, the food, 
the clothing, the exercise, the rest, sleep and the 
entire habits of the family. She nurses them in 
sickness, and by her economy or lavishness brings 
comfort competency, and general improvement, 
or poverty, with all its want, misery and deteri- 
oration. 

For the children, the home and the school are 
the place, and not the factory. 

For men and their powers the factory and the 
workshops of art, science and industry furnish op- 
portunities, according to their aptitudes. 

Reactionists may force upon the world revolu- 
tion ; thinkers work for normal development ; and 
the soul must be dead that does not feel that there 
is a divinity in reason that shapes the progress of 
the race. 

THE SCHOOL AND THE HOME. 

Race Education interests itself in the homes of 
the people, without the co-operation of which its 
own success is utterly impossible. 

The school can at best do but half its work with 
children housed like swine. 



Ii6 The School and the Home. 

The cry of the educators of the land must, there- 
fore, be : " Homes for the people and schools for 
the children." * 

Race Education, in which training predominates, 
exercises more the will, the central faculty of the 
mind ; and by moulding the heart and character of 
man leads through correct feeling to sound think-' 
ing. 

Race Education antagonizes in the pliant state 
of the young organism all vicious hereditary ten- 
dencies, physical or otherwise, and corrects the pas- 
sions which unbalance the mind. 

Race Education improves the race by fostering 
individual skill and aptitudes, which increase the 
effectiveness of the race as well as of the individual. 

Race Education does not consider man as a sep- 
arate being, divorced from the past, present and 
future of the race. Man exists only in, through 
and for the race, and can only be understood and 
prepared for his destiny in harmony with the race. 

Race Education, aiming at the improvement of 
the race, seeks to elevate the masses ; while scho- 
lastic Education, aiming at literary excellency, the 
prerogative of but few, sacrifices to this small mi- 
nority the many. 

Education, fitting man for all his functions in 
society, must take council with social science. The 
teachers of Greece and Rome were social and moral 



The Development of Education. 1 1 7 

philosophers, hence their great influence upon their 
disciples and upon the lives of the men of their 
times. 

The characteristic morbid tendencies of the 
minds and morals of individuals and communi- 
ties, the vices and miseries peculiar to the age, 
their spread, cure and prevention deeply interest 
the educator. 

THE DEVELOPMENT OF EDUCATION. 

The Education of modern Europe began with 
the catechism, or belief, progressed to the study of 
the languages of Greece and Rome, and is thought 
to have reached its goal in our day in aiming at 
knowledge, which, we maintain, must give way to 
Race Education. Belief, language, knowledge and 
humanity form the complete cycle or evolution of 
Education. We begin with instinctive hope and 
assurance, the prophecy of future realization ; and, 
hence, belief, or the catechism. As language is the 
first step and mark of growing intelligence in the 
child, so it is with the race. Language, the instru- 
ment of thought, miist be brought to some degree 
of perfection before men can think with precision 
and advance to scientific knowledge. Language, 
having the full impress of reason, is the best means 
for developing the mind ; and, being the store- 
house of the intellectual acquisitions of the race, 



1 1 8 The Developine7it of Education. 

acquaints us with the labors of those who preceded 
us before we advance to original research. But 
even knowledge is not the last word, for ideas must 
become things, leading to the improvement of man 
and the elevation of the race. 

We are far from undervaluing knowledge ; still 
nothing less than the preservation and improve- 
ment of the race can be the aim of Education. 

We object to the display made of a showy sort 
of learning in our higher institutions, while the 
people are refused in their elementary schools the 
solid instruction of science that would assist them 
in the use of the tools they are to handle in their 
future practical pursuits in life. 

Our histories, with their royal pedigrees, political 
intrigJes and battles, must give way to the study 
of the rise and development of cities and states ; 
and physics, chemistry, physiology, botany and 
the other sciences must be taught in the com- 
mon school chiefly in their applications to life and 
industry. Our common schools better teach a little 
less geography and a little more of Youmans' Physi- 
ology and Hygiene, a little less grammar and a little 
more of Youmans' Household Science. The sub- 
ject matter of our Education is not life, but litera- 
ture, the heroes of which we worship, while we 
neglect the only true hero of the world — toiling 
humanity. 



Our Civilization and Deterioration, 119 

Race Education, or Hereditary Culture, implies 
progress, a power by which we are striving for an 
excellency not yet attained, and which assists us 
more in our endeavor to work up to the high des- 
tiny of man than any other idea or principle. 

Race Education, improving the masses, lifts all 
to a higher plane of common sense, where all see 
at a glance what the interminable discussions of 
former ages could not make clear even to the wise 
surrounded by general darkness. 

OUR CIVILIZATION AND DETERIORATION. 

The whole of our civilization is a series of life- 
deteriorating processes. The producing classes de- 
generate in mines and factories ; adulterations and 
artificial wants do their work on the consumer ; 
luxury deteriorates the one, and want and misery 
degenerate the other. The records of nobles of 
Venice, of the old aristocracy of France and En- 
gland, prove the almost general disappearance of 
families living in great affluence after a few cen- 
turies ; while our factory and poor laborers in great 
cities, left to themselves, die out in three to four 
generations. 

There is not a relation in life but tends toward 
race deterioration ; and, like past nations and civ- 
ilizations, we dig our own grave if we fail to oppose 
to this degenerating tendency an Education, which 



I20 Our Civilization and Deterioration. 

is a persistent system of race amelioration, inspired 
by the spirit of altruism, the saving genius of the 
race, and the only possible correction of an age 
selfish to the core. 

Race Education cultivates in the teacher, who 
brings up the child for the race, devotion to hu- 
manity, which from him spreads and imbues all. 
The system in vogue appeals to the scholar^s pride 
— a passion that stirred up the first rebellion in 
heaven ; a passion fierce and anti-social underlying 
one-half of all mischief and oppression in the world. 

Are men never to be brought up to work for one 
another ? Is the kingdom of heaven never to be- 
come a fact and a truth ? Are justice, peace and 
good -will among men but a dream and not a 
prophecy as well ? 

Individual Education means selfishness, which, 
winding its way from the school room to the cabi- 
net, creeps down thence to the lowest shop, and 
involves the nation in ruin. 

Not without mighty reasons, and the testimony 
of the universal facts of history as well as the judg- 
ment of the best of mankind, has Rousseau de- 
nounced civilization as the mother of the chiefest 
of our woes, which denunciation falls still justly 
upon the culture of to-day, that often is but an- 
other name for refined selfishness, considering itself 
the highest end instead of serving and improving 



Education and Individiialisin. 12 1 

the race. Within reasonable limits this terrible in- 
dictment of all past civilization is more than a mere 
morbid fancy of the over-sensitive Jean Jacques. 
The clear-sighted Lessing, than whom none loved 
truth more ardently, moaned over the displacement 
of the practical wisdom of Socrates by the dreams 
of Plato and the syllogisms of Aristotle — for both 
these men were but toying, the one with philos- 
ophy and the other with science — while none of 
them cared for humanity, at least not in the great 
style of the master, who discarded the high-sound- 
ing philosophy of the schools and set about teach- 
ing men how to live. 

Other sages spoke words of love, equally drowned 
by the jargon of the schools, which ever preferred 
what pedants call scholarly accomplishments to 
humanity, which they left to perish. 

Words cost less than deeds, and learning is 
cheaper than goodness ; and, hence, scholarship is 
more popular than humanity. 

This evil, therefore, is not of yesterday, nor is 
its denunciation new ; but, as the lesson is not 
heeded, men must not complain if it is dinned in 
their ear over and again. 

EDUCATION AND INDIVIDUALISM. 

Neither the promotion of the individual nor the 
estabHshment of any truth or principle, but solely 
6 



122 Education and Individualism. 

the preservation and improvement of the race are 
the aim of the new Education. 

Or do we aim too high, when we are asking for 
the masses of the people a sound body and a well- 
balanced mind, the first requisite of Race Educa- 
tion ? 

Nothing but the bringing up of every child for 
the race can bring those better times, the belief of 
which is implanted in every human breast. 

Race Education, with heredity, its foundation 
principle, impresses parents and all with the sense 
of the responsibility arising from the knowledge 
that by any imprudence, which deteriorates the 
race, we may give the world maniacs, criminals, 
paupers and idiots, filling individuals and com- 
munities with sadness and decay, and even lead to 
a degeneracy which may seal the doom of our 
country. 

Individual happiness as the aim of Education, 
and, therefore, of life, is mean on the very face of 
it ; and yet the aim of individual perfection leads 
invariably to the same selfish end and defeats its 
own better purpose. 

Considering the culture of the select few of our 
own class as the sole aim of humanity, we reduce 
mankind to beasts of burden in order to subserve 
our own selfish purposes, call it culture or what 
you may, and thus we find that neither the divine 



Education and Individualism. 123 

musings of Plato nor the science of Aristotle dis- 
covered to the one or the other the inhumanity of 
slavery, which they deemed the necessary condi- 
tion of their own culture. 

Race Education, setting up the claims of the race 
above those of the individual, makes universal be- 
nevolence the sum total of all morality, the founda- 
tion of our Education and of our conduct in life. 

In our endeavor to be unsectarian we become 
inhuman to piracy. But humanity will not always 
be cheated out of the great principles springing 
from the eternal relations of the individual to 
the whole of humanity and the Cosmos, advanced 
by every founder of religion and adhered to by a 
sound philosophy. Every man who sacrifices the in- 
terests of humanity to his own narrow advantage, or 
who is proud, oppressive and inhuman, has not risen 
to the high plane of humanity, and is a brute. Ed- 
ucation must be organized on the highest principles 
of humanity, or society will break up into frag- 
ments. A half a million of men have fallen as if 
it was yesterday, before the violated majesty of the 
higher law, and if it cannot be done otherwise, mil- 
lions more will fall — but the higher law of the sub- 
ordination of the individual to society will be vin- 
dicated. Men sneer at patriotism, honesty and 
honor, and confess money their deity. Wealth 
takes off the ugly looks of vice, and poverty de- 



124 Race Education ajid Hygiene. 

prives virtue of its charm. Ostentation makes 
riches a necessity at any price, and all at war with 
one another chase for gold. A nation may live for 
ages under traditional slavery, but a state, in which 
all deliberately violate the known laws of nature, 
cannot long continue to exist ; and that this is our 
condition is the open secret of the nation to be 
read on every countenance. And are we to be told 
by pedants that this condition of affairs matters 
nothing to the school ? — perish the state, literary 
culture is the thing ! 

Since, then, nothing but subordination to the 
higher law, or the subordination of the individual 
to humanity, and general regard to the good of 
mankind can preserve a state or government, Edu- 
cators must rear their whole structure upon this 
foundation, and, hence, the necessity of Race Edu- 
cation, or Hereditary Culture, which subordinates 
in every particular the individual to the race. 

Under the system of Race Education self-culture 
is not a debt we owe merely to ourselves, and 
which we may slight — if we so please — it becomes 
rather a duty we owe to others, and which to neg- 
lect is a crime against the race. 

RACE EDUCATION AND HYGIENE. 

Race Education does not trust to the power of 
mere words ; it looks to material conditions, from 



Race Education and Hygiene. 125 

which ever ideas and principles spring, as effects 
do from their causes ; for folly or wisdom, and 
vice or virtue, are but the inner aspect of the outer 
condition of man ; and air, bread, clothing and shel- 
ter are full of moral significance. 

Do we expect to pluck figs from thistles? Why, 
then, should we look for sound principles in an un- 
sound body? We treat the mind and take no ac- 
count of the body — the common vice of the quack, 
who treats the symptoms and leaves the deeper 
seat of the disease untouched. 

Race Education studies its subjects in their 
homes and in connection with their hereditary 
family relations. 

Plants, to be understood, must be seen in the 
soil in which they grow ; and children can only be 
understood in the home in which they are rooted 
with their vices and their virtues. 

The scholastic system injures body and soul by 
the cramming process ; the aesthetic system culti- 
vates unduly the imagination and the passions ; 
the moral system, relying upon precepts, neglects 
the material conditions of what it aims at ; the 
practical system makes time-serving men, and even 
the harmonious development of the faculties of the 
individual is defective in principle, as man must be 
brought up chiefly in harmony with the race and 
the future of humanity. 



126 Race Education and Hygiene. 

Race Education lays its foundation in the body, 
watching" the physiological formation, in which are 
the beginnings of the higher development. 

Emotion, will and perception originate in sensa- 
tions, and these depend upon the state of nutri- 
tion ; and we might just as well try to transplant 
the flora of the tropics to the rigid zone as try to 
inculcate noble conceptions into children, whose 
nerves, suffering from want of proper nutrition, give 
rise to vicious sensations. 

The school often debilitates children by mental 
overstrain, physical inactivity, too long hours of 
study, want of pure air and ozone, seats and post- 
ures interfering with the natural functions of one 
or the other of the organs, overheated rooms, de- 
pression arising from fear or dislike of the teacher or 
the school restraint, envy of the more gifted and 
preferred students, self-distrust, want of cheerful- 
ness or lack of harmonizing physical and moral 
surroundings. 

With so many drawbacks to health, strength, 
working capacity and good-will, what wonder that 
the funneling system of the' schools interfering in 
so many ways with individuality and energy, fur-" 
nished so small a quota of the great men of the 
world. 

Sir Isaac Newton ranked very low in school until 
the age of twelve. Sheridan was pronounced an 



Race Education and Hygiene, 127 

incorrigible dunce. Go'ldsmith was dull in his youth, 
and Shakespeare, Gibbon, Davy and Dryden have 
given at school not the slightest evidence of their 
future success. The character given to the great 
Swedish chemist, Berzelius, in his school certificate, 
is " Indifferent in behavior and of doubtful hope." 
Walter Scott passed for " the thickest skull in the 
school." Milton and Swift were justly celebrated 
for stupidity in childhood. 

That our schools look more to geography, gram- 
mar and spelling than to life, health and strength 
of the rising generation may be seen from the last 
report of the Commissioner of Education, in which 
Dr. Thomas F. Hunter, of Buffalo, is quoted to 
have said in his inaugural address before the Medi- 
cal Society of the State of New York : " In the 
primary department little children have hardly 
room to breathe and stretch out their little arms. 
The United States hospitals allow from 800 to 
1,200 cubic feet of air to the individual. The Brit- 
ish India jails give the prisoners 648 cubic feet of 
air. Some of our schools give our (grbwing?) chil- 
dren 56 cubic feet ! No wonder that scarlet fever, 
diphtheria, typhoid fever and blood poisoning of 
every sort are more or less prevalent. A large pro- 
portion of these dread disorders are generated and 
propagated in our public schools. But acute dis- 
eases are not the only results of this criminal 



128 Race Education and Hygiene. 

crowding. Tuberculosis, scrofulous and brain affec- 
tions, developed at various periods, are generated 
in our schools. Better for society and better for 
themselves would it be that these infants were not 
educated at all than at such risk." 

And such schools may be found in every large 
city of the land ! 

The average number of cubic feet to the scholar 
in the schools of Philadelphia is 143. The propor- 
tion of carbonic acid to the air is 500 per cent, 
larger in these crowded rooms than in the normal 
atmosphere, and cannot but vitiate the blood. 
Every individual, says Dr. Bell, requires 2,000 feet 
of fresh air every hour, and if only 300 feet are 
allowed to the scholar, the air must be changed 
every twenty minutes, and with less provisions con- 
tamination is sure to follow ; the sensibilities are 
blunted, the intellect is obtused ; stupidity, idiocy 
and physical deformity are promoted. The de- 
pressed condition of the children in our schools 
predisposes them to epidemics, from which they suf- 
fer also more intensely than others. 

An examination of the public schools of Brook- 
lyn, in 1874, showed 50, 49, 30, 29 and even as lit- 
tle as 24 cubic feet of air to the scholar. Such is 
the condition of the schools in Brooklyn. It is, as 
we have seen, not much better in Philadelphia^ 
and very much the same all over the country. 



Race Education and Hygiene. 1 29 

Dr. Howard shows that our present system of 
Education, treating aHke all scholars, is injurious 
to many, weakens body and mind, and is one of 
the causes of the increase of insanity. 

Is it not time, then, that our schools be put 
under the sanitary supervision of competent physi- 
cians, as advocated by the Social Science Asso- 
ciation ? 

Theory and practice have both established the 
hygienic effect of gymnastics, never more indispen- 
sable in childhood or mature age than under our 
present division of labor, w^hich affords hardly to 
anybody the harmonious exercise of all the parts 
and organs of his body. Still our schools are crimi- 
nally indifferent about this reform, alike necessary to 
the health and development of the human system. 

The one-sided mental culture of our seminaries 
leads to mental degeneracy. The criminal pride 
and foolish vanity of the world, the excess of imagi- 
nation and passion, and other disturbing elements 
cultivated by our literary schools, prepare the way 
for insanity, to which students thus deteriorated 
fall an easy prey in after-life. 

But it is not necessary to enter upon a hygienic 
analysis of our present scholastic system. Dr. Ray, 
a most eminent observer, sketches in a few lines 
the future mothers of our physically enfeebled race, 
as sickly young women, daughters of healthy moth- 



6 



H= 



130 Race Education and Hygiene. 

ers who went to school hale and hearty, and re- 
turned with an enfeebled constitution, the face pale 
and the spine not infrequently curved, to give ex- 
istence to children as weak as themselves. 

The examination of a noted physician proved 
the fact that there was not one girl out of forty 
who have spent two years at a boarding-school that 
was not more or less crooked. 

Horace Mann said : " Degeneracy must not only 
be considered as one of the greatest calamities that 
can befall a people, but it must be entered on the 
catalogue of its greatest sins." Again, the same 
eminent educator says : " As the inevitable conse- 
quence of unhealthful habits, debility or sickness 
ensues, old age is anticipated, feeble parents are 
succeeded by feebler children, the lineage dwindles 
and tapers from less to less, the cradle and swad- 
dling clothes are frequently converted into the 
coffin and shroud, occasional contributions are sent 
off to deformity, to idiocy and insanity, until sooner 
or later, after incredible sufferings and abused and 
outraged nature finding all her commands broken, 
her admonitions unheeded, her punishments con- 
temned, applies to the offending family her sov- 
ereign remedy of extinction." The same veteran 
says : " On the broad and firm foundation of health 
alone can the loftiest and most enduring structure 
of the intellect be reared." 



Race Education and Hygiene. 131 

Nervous diseases are daily becoming more fre- 
quent, and our mad houses, though of the size of 
towns and daily increasing in number, are over- 
flowing with their unhappy tenants. 

We, therefore, insist upon Race Education, or 
Hereditary Culture, which clearly implies a human- 
ity, sound in body, vigorous in mind, skilful in per- 
forming, inventive in conception and well-balanced 
all over. 

Our definition of Education excludes both ex- 
tremes, the past ineffectual formalism as well as 
the anti-ideal or unethical realism, which would 
fain press Education into the service of a selfish 
industrialism. 

Health is the first condition of success and hap- 
piness, and, hence, hygiene and gymnastics are the 
first steps in Education. Gymnastics direct the 
organic activity of the body from the great nerv- 
ous centres to the muscular system, and lessen 
thereby an excess of sensibility, which, among 
other baneful influences, counts also that of a 
premature and morbid sexual development, end- 
ing in that terrible vice which destroys the youths 
of the land by the tens of thousands. Our one- 
sided Education, failing to combine physical with 
mental exercise, is greatly responsible for this race- 
deteriorating pest. 

Too many lessons lead to evening studies, an 



132 Race Education and Hygiene. 

excited brain, an unsound sleep, dreams and self- 
pollution. Muscular exercise and fatigue induce a 
sound sleep and a clear head for morning study. 

Germany is following in the traces of ancient 
Greece, and gymnastics form a part of its common 
schools, of which it is fast reaping the benefit. 



PART THIRD. 



KINDERGARTEN AND INFANT EDUCATION. 

For hundreds of years universities absorbed all 
the care of governments ; to-day the vaster impor- 
tance of common schools is conceded. But we 
venture to say, the foundation must be laid deeper 
and lower still— in infant schools, where the senses 
are developed, moral and industrious habits are 
formed, the taste is improved, and the finer feel- 
ings, which give fibre to the will, are cultivated. 

But while the highest interests of humanity de- 
mand the formation of national infant schools, the 
immediate material interests of the industrial 
classes call for them as an opportunity for early 
art training, the development of the faculty of 
form, combination and invention, as they can only 
compete with machinery in art and ornamental 
industry. 

The daily increasing temptations of all classes 
convince all of the urgency of moral training, the 
want of which has not a little to do with our almost 
universal loss of trust and confidence, and the con- 
sequent crisis we are passing through. 

(133) 



1 34 Kindergartens and Infant Education, 

Through the inactivity of our intellectual facul- 
ties in early infancy we become more apt to imi- 
tate and form habits good or bad, and, hence, the 
importance of training-schools at that age. 

Our sensations and their gradations, even those 
of touch, smell and taste, and especially those of 
sight — which suggest form and magnitude and lead 
to the perception of order and beauty — and those 
of hearing — which imply a succession of time and 
harmony — are all elements of thought and lead to 
the formation and development of the mind. This 
cultivation of the mind begins^, then, with the ex- 
ercise of the senses, and especially of the eye, best 
cultivated by Kindergarten training adapted for the 
purpose and by the art of drawing continued in 
after years. 

From the very birth of man, sensations deepen 
into perceptions, perceptions by repetition form 
memory, memory develops into imagination ; the ab- 
sent object is imagined and calls forth desire, which 
grows into passion ; impressions force a compari- 
son and give rise to judgment, which again devel- 
ops into reason ; and, hence, the importance of 
coming in contact with living nature and her grand 
living realities, the source of all healthy sensation 
and perception, the fountain-head of all higher 
mental life, and the necessity of feeding the minds 
of children through their senses and not to blur 



Kindergartens and Infant Education. 135 

their minds through words — the imperfect shad- 
ows of things. It is from the freshness of the sen- 
sations and perceptions, derived from the constant 
intercourse with living nature, that the self-made 
man obtains his vigor and success in life. 

When character and individuality and the culti- 
vation of virtues, like order, steadiness, neatness, 
industry, wisdom and love, and, in general, a better 
and happier humanity will be aimed at in Educa- 
tion, Kindergarten, in which the development of 
these traits is the only business of the teacher and 
his young pupils, will be assigned the first place in 
the rearing of the race. As long, however, as the 
cramming down of the fragments of haff-digested 
knowledge is taken for the proper work of the 
school, the race will be uneducated and suffer se- 
verely and variously, in spite of our boasted insti- 
tutions of learning, and in proportion to the 
undeveloped nature of its positive elements of 
physical, mental and moral strength. 

The words of Lord Brougham are always worth 
considering, and he dwells upon it as a weighty 
matter in connection with national infant schools, 
that a child can and does learn more before the 
age of six years than it does or can learn after that 
age during his whole life, however long it may 
prove to be. Children, he says, with curiosity, 
frankness and candor, become soon unwilling to 



136 Kindergartens and hifant Education^ 

learn, turn stubborn and sullen, and even full of 
base fear and falsehood, from want of early Educa- 
tion and infantile tuition. 

If colleges and universities turn out men full 
of fine speeches and sermons, only Kindergarten 
schools can turn out men and women of fine moral 
dispositions and such sterling mental parts as will 
make them citizens of solid worth. 

Kindergarten sounds very poetic, though its ori- 
gin is deeply realistic. Froebel's heart sunk within 
him at the misery of the masses, whose children are 
pining away within the dingy walls of dark and 
damp tenement apartments. He longed to see 
men free and happy, which they cannot be vv^ithout 
activity ; but to be active they must be healthy, 
and, hence, he insisted that the pale little prisoners 
of the poor should be congregated in schools con- 
nected with gardens, that heaven's free air may 
have access to them and give them strength to act 
and to live. Next to bodily vigor, mental activity 
is requisite to a perfect life. The dwellings of the 
poor offer but little variety of impressions and yield 
but little food to the perceptive powers, the imagi- 
nation, the will, the aesthetic faculty ; and the social 
virtues have no chance at all in the isolation of the 
dwellings of the poor, where the dear little ones 
are not infrequently locked up as brutes in cages, 
while the parents are out to work. 



Kindergartens and Infant Education. 1 37 

That in England 408,461 infants of the ages be- 
tween three and six years attend infant schools, or, 
according to the report of the Commission of the 
Duke of Newcastle, 12.17 per cent, of the popula- 
tion under 5 years, and in France 418,768 infants 
of the same ages are in public halls, proves suffi- 
ciently the practicability of infant schools, and that 
they could be made beneficial to the highest de- 
gree to the race by the training and direction given 
to the physical and mental activities of the young 
before they take the wrong direction, into which 
they are often pushed by vicious hereditary ten- 
dencies. 

The progress of the Kindergarten schools in the 
last few years is a guarantee of their ultimate suc- 
cess. There were but twelve in the United States 
in 1 87 1. The following table, taken from the Com- 
missioner's late report, shows their growth in the 
last few years : 

1873. 1874. 1875. 
Kindergarten Schools . . 42 55 95 

Teachers 73 125 216 

Pupils 1,252 1,636 2,809 

St. Louis has made a lively beginning Q>i incor- 
porating the Kindergarten system in the primary 
department of public instruction. Boston has en- 
tered upon the same experiment. 

The Kindergarten demands the highest capacity 



138 Kindergartens and Infant Education, 

in the teacher, shows clearly the object of Educa- 
tion, and how to reach it ; the teacher studying 
and developing the pupil, as books do not step in 
between the two and defeat the true object of 
Education. 

Once the presence of the father assisted the 
mother in the government of the children ; to-day 
the factory or the business house calls him away 
from his home ; and the mother, burdened with 
additional cares and labors in and out of the house, 
can impossibly attend with an even temper to the 
difficult task of properly training her children. The 
generality of mothers have to do their own work, 
their cooking, washing, sweeping, mending, nursing 
and taking care of babies ; and shall they be made 
also to train and educate our little children ? Is 
it a wonder that women are weakened, break down 
in body and mind and transmit their feebleness to 
their children ? 

We insist upon it that the father's absence and 
the increased responsibilities and cares and labors 
of women to-day, together with the irritability of 
our excited nerves, make it a necessity — both for 
mothers and children — that the latter are managed 
by infant schools, which would thereby much im- 
prove the health of overburdened mothers, and, in 
consequence, improve the race. 

As the house is dead and empty without the 



Kmdergartens and Infant Education, 1 39 

presence of the blessed little ones, so is the nation 
without its public nurseries, in which alone our 
children can be properly trained. 

Oh ! what bliss is in store for the race, when 
juvenile processions of sweet children will on fes- 
tive occasions brighten the careworn brow of the 
workers of the nation. The lamb-like innocence, 
beaming from the angelic little faces, will do more 
toward purifying the moral atmosphere of the land 
than all opposition parties. 

Far from being an innovation, we find that Boston 
had already in 1823 an infant school of 130 children. 

The growing difficulty of attaining success in 
the complexity of our modern relations, the ad- 
vantage a cultivated intellect bestows, and the 
continuous exercise of this faculty, render it super- 
fluous to dwell upon the necessity of mental train- 
ing at school. 

In proportion as men will be expected to do 
something well in life, the development of their 
faculties and energies, and, hence, their early train- 
ing will become more important. The infant school, 
therefore, must be something different from a mere 
play or singing school ; and, least of all, must the 
children be crammed. 

Infant schools cannot but become worse than 
useless when children are taught in them in the 
manner of: 



140 Kindergartens and Infant Education, 

G, is for Goshen, a rich and good land, 
H, is for Horeb, where Moses stand. 
I, is for Italy, where Rome stands so fair. 
J, is for Joppa, and Peter lodged there. 
K, is for Kadesh, where Miriam died, 
L, is for Lebanon, can't be denied. 

Froebel's games must not be allowed to become 
monotonous, but the individuality of the teacher 
and the pupil must endow them with a daily fresh- 
ness, which renders them a delightful exercise to 
the minds and bodies of the children. The teach- 
ers of infant training-schools do a most noble work 
and must have warm hearts and active minds. 

Race Education, aiming at permanent qualities 
and fixed tendencies in the race, cares more for 
infant training than collegiate teaching. The latter 
may give us masters or commanders, who have 
neither the will nor the disposition to practice the 
laws they lay down for the regulation of others ; 
it may make diplomats disposed to take advantage 
of the ignorance of the multitudes ; but infant train- 
ing makes men who are a law to themselves, and 
who succeed not by the folly and faults of other 
men, but by their own skill and industry. 

It is a sort of malign providence in the state to 
educate the citizen just sufficiently to make him 
responsible for the law which he may be able to 
read, without developing in him the power to con- 
form to it. 



Kindergartens and Infant Education. 141 

The culture of the disposition in the young, which 
is mostly effected by living example, is a grand 
school for the adult generation. But, alas ! just 
here is the rub. It costs little or nothing to lec- 
ture. To give the example, we have to become 
learners and workers ourselves, and, hence, the 
preference of barren teaching to fruitful training. 

If a person well trained in childhood strays from 
the path of rectitude, he is easily redeemed from 
his error through the early instilled sentiment, 
which, as it were, waits but for an opportunity to 
be aroused from its dormant state into full power, 
swaying again the life and action of the soul and 
purging it from vice and crime. 

Race Education lays most stress upon the culti- 
vation and development of a sound body, for where 
health and vigor are wanting, nothing great or good 
can be achieved, neither intellectually nor other- 
wise, and nations as individuals lose their hold 
upon success and pre-eminence with the loss of 
physical energy. 

Still, though our main care in dealing with 
infancy is the attainment of bodily health and 
strength, we may and must lay the foundation to 
intellectual greatness already in the nursery. It 
has been observed by Beale that fixing the atten- 
tion steadily upon one object, or the complete 
concentration of mind, makes the Newton or Leib- 



142 Kindergartens and Infant Education, 

nitz. And this faculty may be cultivated in the 
nursery by riveting the attention of a child to 
whatever he is doing, until he comprehends as 
much of it as his age permits before he passes to 
anything else. Children are so apt to fly from one 
thing to another with too much rapidity to thor- 
oughly acquire a knowledge of one thing before 
they begin to examine another. 

By a wise control over the appetites and propen- 
sities of our children the foundation is laid to that 
self-command in them, without which no real hap- 
piness in life is possible. 

Let children observe and learn facts, storing their, 
minds with material for a later age when the higher 
faculties will begin to combine and compare ideas. 

We take only notice of what a child learns by 
set lessons, forgetting how much he learns by ob- 
servation of innumerable facts and the acquisition 
of language. 

Premature decrepitude and death are often the 
fruit of forcing the mind and neglecting to strength- 
en the body. 

Proper digestion, perspiration, exercise and res- 
piration are requisite to the proper action of the 
brain. Lessen the quality of the blood by impure 
air, or the quantity by insufficiency of food, and 
the brain lacks its proper stimulus. 

Race Education aiming at permanent effect 



Kinde7'garteiis and Infant Education. 143 

through organic improvement seeks to ascertain 
in the nursery the temperament, constitution, idio- 
syncrasies of the various organs and their functions, 
morbid affections, hereditary tendencies and habits 
of those trusted to its charge. It being ascertained 
that the child we are to manage is of a bilious, san- 
guine, nervous or lymphatic temperament, of a 
weak or powerful constitution, scrofulous or phthit- 
ical, with a hereditary tendency to insanity, habits, 
surroundings and a mode of living are to be chosen 
opposing the development of the evil tendencies 
feared. 

It is in the nursery that the habit must be estab- 
lished of conforming to the hygienic laws of our 
being, a habit that determines the whole of life, 
and is positively of itself sufficient to insure our 
success and happiness in life ; and punctuality as 
regards food, sleep, temperature, evacuations, cloth- 
ing, etc., affords a constant opportunity for the 
establishment of this habit of conforming to the 
hygienic laws of our being; and this opportunity 
begins with our existence, and will do more for us 
than all later precepts and exactions. 

The brain of the young, soon over-worked, dis- 
turbs the functions of nutrition and produces indi- 
gestion so common among us, as we over-task our 
children at school and ourselves in whatever enter- 
prise we may be engaged in. 



144 Kindergartens and Infant Education, 

It is the excess that injures. A proper amount 
of physical and mental activity promotes the nerv- 
ous activity requisite for the healthy functions of 
the human system. 

Temperance and exercise of body and mind must 
be insisted upon, without which health of body 
and mind are impossible and life becomes a tor- 
ment. 

Though all faculties are to be trained, still they 
are to be subordinate to the intellectual powers, 
which must, above all, be called into active exer- 
cise, especially as we are naturally prone to yield 
to our animal propensities. 

As the formation of regular habits, self-control 
and order are of the highest importance, a good 
nurse will lay the foundation to all these habits, 
and secure at the same time the health of the child 
by invariable order in the periods of feeding and in 
all other matters. 

Much can be done for the future happiness of 
the child by a cheerful nurse, who avoids harsh 
tones. A discordant voice and ill-tempered mother 
are sure to beget moroseness in the child, and lay 
the foundation for future misery. Gloom and de- 
pression, says Taylor, during childhood debilitate 
body and mind. A sorrowful child, full of unkind- 
ness and misfortune, develops among the lowest 
class a ferocity, which startles from the commission 



Kindergartens and Infant Education. 145 

of no crime. An unhappy childhood is often the 
cause of a wrong life, for it perverts the judgment 
and natural feelings of man ; depression impairs the 
functions and lowers the tone of body and mind. 

Bearing in mind all the time that the physical 
growth and development is at this tender age im- 
portant beyond every other consideration, we still 
say, more can be done for the future mental devel- 
opment of the child in the first two years, than at 
any future period, for the child's powers of obser- 
vation can be steadied and its curiosity strength- 
ened, while we can weaken the one by discouraging 
the other, in order not to be annoyed by the child 
questioning us and exposing our ignorance besides 
trying our patience. 

As light, air and exercise are the first requisites 
of the young citizen, we will remark that the fading 
of the carpet must not be allowed to interfere with 
free access of the rays of the sun, neither must the 
possibility of soiling clean garments stand in the 
way of free and easy out-door play, and as a prop- 
erly warm and active skin is the foremost preserver 
of good health, w'e will add here our protest against 
children's bare arms and legs. 

It is a shame, our factories interfere even with 
infant schools. But can we not by stringent fac- 
tory laws, like Switzerland, keep little children out 
of factories? Or are our western prairies not as 
7 



146 Ediication a Social Science. 

fertile as the ice-fields of Helvetia, and can the 
American republic not as well provide for the fu- 
ture citizen, as the mountainous land of Tell does 
for its children ? 

EDUCATION A SOCIAL SCIENCE. 

Providence, that gives the bird its beautiful plum- 
age and teaches it to sing, that joins suppleness 
to strength in the tiger, gives antlers to the stag 
and fleetness to the hare, will it not provide for the 
suffering masses a way of escape from their miser- 
ies ? The physician studies but one side of human 
life — the physical — and that in its abnormal state. 
The lawyer considers man in his legal and hardly 
in his moral or physical relations. The divine is 
almost wholly absorbed by the world to come, and 
the suffering masses themselves, and their hun- 
gry leaders, are too much in the thickest of the 
fight to direct with judgment the details of the 
battle. 

May we not look reasonably to the teacher for the 
deliverance of humanity from its present troubles ? 

Great educators are not mere cipherers. They 
are lovers of the race, and sorrow with its sufferings. 
Luther, Franke, De la Salle, Rousseau, Basedow, 
Zinzendorf, Pestalozzi, De Fellenberg, Oberlin, 
Wichern, in short, all who have revolutionized old 
barren systems, or applied well-known principles 



Education a Social Science. 147 

on a grand scale, were deeply exercised about the 
social miseries of the people they yearned to relieve 
from the burdens that were pressing upon them. 
Vehrli, in Switzerland, was so strongly convinced 
of the necessity of the teacher's sympathy with 
the people, that at his normal school at Constance 
the future teachers had to work as hard and live as 
poorly as the commonest of the people, with whom 
they were to be united in heart and feeling ; and 
the success of this system had become so manifest, 
that it has been copied in numerous normal schools 
all over Europe, and especially in those which had 
the good of the people at heart as the great and 
good Vehrli. 

The teacher is no theorist, but a practical worker. 
He has the best opportunities for observing human 
nature and for acting upon it when it is most sus- 
ceptible and least prejudiced. He has but one 
desire — the good of the race — and the world trusts 
and confides in him to-day more than ever. Who, 
then, of all men is more suited for the priesthood 
of social reform than the teacher and educator? 

The proper division of the sciences and the 
assigning to each of them its proper work is the 
very foundation and beginning of their successful 
cultivation. Medicine was for long ages but a part 
of theology and was practiced by the miracle work- 
ing and healing divine, and astronomy was left to 



148 Education a Social Science. 

the fortune-telling astrologer; while the chemistry 
of society, or social philosophy, like the chemistry 
of nature, was left to the goldmakers, and shared 
the same fate of never rising in such hands to the 
dignity of a science. 

Remove social science from political economy — 
vulgarly speaking, the art of making money — to 
Education or the art of improving man, and social 
philosophy will experience the same change as the 
science of the heavens did when removed from its 
ancient -quackery to the serene science of astron- 
omy, or chemistry from the goldmakers to the 
schools and laboratories of the Berzelius and Rose. 

As long as social philosophy was made the ad- 
junct of political economy, man was made sub- 
servient to wealth, just as wealth will be made 
subservient to man when political economy will be 
made an adjunct to social philosophy. 

Like law, medicine or theology, social philosophy 
must be put in keeping of some working, profession ; 
and there is none, as we have seen, more proper 
for the cultivation of this noblest of all departments 
than that of the educator, who has in his hands the 
formation of humanity almost from the very cradle, 
and whose work is the improvement of man. Of 
course, the educator will make man and his improve- 
ment the centre and circumference of social philoso- 
phy. But is there any serious objection to this.^^ 



Education a Social Science. 149 

Only in the union of social science and Educa- 
tion lies the success of both and the future of 
humanity. 

Like the mills of the gods the educator grinds 
slowly, but surely, and equals all in the end. He 
does not convulse society with revolutionary meas- 
ures ; but neither are counter revolutions possible 
where he has prepared the ground for the onward 
movement of a progress in keeping with the condi- 
tions of time and place. 

Race Education puts a new emphasis upon 
Lord Brougham's celebrated *' the schoolmaster is 
abroad," and endows it with the force of an 
almost new inspiration. The suffering masses, 
humanity, need not despair, the schoolmaster is 
abroad. He is intelligent ; is in daily contact with 
the children of the poor ; his labors and aspirations 
are for the poor ; their welfare is his success ; his 
worldly prospects are modest ; the prosperity of 
the poor is all he works for, and this is the highest re- 
ward of his most ardent labors. To the teacher the 
poor must look as to their most trusty friend, who 
will yet conquer for them the sphynx, answer her 
queries, and solve the problem that presses hard 
upon a suffering world to-day. 

To fill this, his mission, the teacher must study 
the whole of man. He must understand the gene- 
sis of physical debility, morbidity and of excessive 



150 Education a Social Science, 

rates of mortality ; he must understand the genesis 
of pauperism, of drunkenness, of insanity, of vice 
and of crime ; for Education is the dietetics by 
which all these abnormal developments are to be 
prevented, and the race and the individual are to 
be preserved and improved. 

But if Education is a social science, it certainly 
cannot teach, as it does to-day teach, everything 
save the principles of this science, which is the 
most useful of all to man. 

Horace Mann has successfully urged upon com- 
mon schools the study of human physiology. But 
is the physiology of society or political economy 
less essential for our social existence than common 
physiology is for the animal economy? 

Ignorance cannot interfere with the motion of 
the stars, but it does with the movements of indus- 
try. Passions and narrow interests blind us as to 
the facts and principles of social science, and make 
an impartial study of the same a double necessity. 

How natural it is for a laboring man to believe 
that labor is the only factor in production ; that 
wages can be raised or lowered at option ; that 
what is gained by capital is taken from wages, and 
that to curtail capital is to improve wages, and the 
like sophisms, which form the stock in the conflict 
between labor and capital and which sound eco- 
nomical teachings must help to clear away. 



Education a Social Science. 151 

England,with its extreme centralization of wealth, 
real and personal, would not enjoy to-day the peace 
and prosperity it does, had not its Broughams, its 
Robert Peels, its Chalmers, its Chambers, Charles 
Knights and Chadwicks worked as assiduously for 
the spread of sound economical doctrines as for 
the improvement of the condition of the masses. 

Education, or race preservation, cannot overlook 
the laws of production, exchange, currency, distri- 
bution and consumption, which can no more be 
violated with impunity than any other laws of 
nature. 

The aim of Education, says Mr. Blyth, before 
the National Association of Social Improvement, 
is not to make reading and calculating machines, 
or manufacturers of Greek and Latin verses, but 
steady, intelligent and thrifty men, practicing regu- 
lar industry, beneficially to society, and, therefore, 
profitable to themselves ; men who possess self-re- 
straint to abstain from wasting or misusing the 
product of their industry ; forethought to store a 
portion of that product against sickness or old age ; 
honesty and trustworthiness, the prevalence of 
which qualities in society enables confidence to be 
felt that their savings will be enjoyed, and a sense 
of parental duty inducing them to seek to implant 
in their children a disposition similar to their own. 

There are plenty of opportunities in school life 



152 Industrial Education. 

to follow up the lessons of industry, self-restraint, 
forethought, equity and the like duties with their 
practical application. 

The mischief caused by the economical ignorance 
of the merchant class can only be imagined when 
we consider the universal calamity of our financial 
crises, which are as periodic and destructive as the 
pest formerly was. 

If men of science do not teach at school correct 
principles of social science to the advancement of 
social order, peace and general prosperity, disor- 
ganizers will spread doctrines subversive to society 
and civilization. 

Whoever will succeed to arouse the nation to a 
proper realization of the danger that threatens our 
future, from the neglect of the duty of teaching 
the people sound principles of social science in our 
common schools, will prove himself a public bene- 
factor. 

INDUSTRIAL EDUCATION. 

The preservation and improvement of the race 
requires a certain degree of general well-being, 
which depends to-day chiefly upon the productive- 
ness of the industrial arts, which, therefore, must 
form the chief concern of the school. Our whole 
course of instruction looks to general culture. The 
adding of practical science and industrial training, 



Industrial Education. 153 

far from materializing the schools and rendering men 
machines, would only join practice to theory, and 
executing to planning, which humanizes us by the 
inter-penetration of thought and action. Science 
and industry are both gainers when they are united. 
Once the soldier held the scholar in contempt ; to- 
day the school and the scholar avoid the contact 
with the workshop and the mechanic ; and yet, if 
Lord Bacon is right, the workshop is the vestibule 
to real knowledge, and its methods are safer than 
those of Plato or Descartes. 

The school should omit nothing in theory or 
practice to make men more productive, saving, 
forethoughted, just and moral. Science, in its prac- 
tical application, the history and description of raw 
materials and the fashioning them into articles of 
industry, the management of tools, domestic and 
political economy and social science, form all-im- 
portant parts of the workingman's course at the 
industrial school. The industrial colleges of the 
United States should graduate annually a thouand 
mechanics and artisans, models of skill, efficiency 
and reliability. How much more such graduates 
would be worth to the country than the graduates 
sent out by our Latin and Greek schools, the relics 
of the middle ages. 

We are no more satisfied with verbal alterations. 
The abstract formulas and rules of science are of 
7* 



154 Industrial Education. 

no more practical use than the fine points of the 
schoolmen of the middle ages. Our infant schools 
must build us up by their training ; our common 
schools must use us to experimental ways by their 
constructive method of instruction, and our indus- 
trial schools must give us opportunities for apply- 
ing that spirit to the practical arts of life. 

A sensible people will as well submit to compul- 
sory industrial training as to spelling and grammar, 
especially as many trace their miseries to the want 
of such training. One-half of the people are out 
of work, because the other does not know how to 
work, and has nothing to give in exchange for the 
labor of the other. 

Or is this idea of compulsory industry a dream? 
If it is, it was sober enough a dream for the eminent 
jurist Lieber to have dreamt it forty years ago. 

Against the spirit of the age Education is im- 
potent. Joining with it, Lieber remarks, it yields 
a permanency of results attested by the stability 
of the Chinese Empire, in which the Education of 
the schools and the spirit of the country are of a 
piece. Wild speculation and industrial activity are 
the double tendency of this age ; the school may 
reinforce the first and lead to extravagance and 
ruin, or it may sustain the latter and promote uni- 
versal well-being. 

In antiquity, lessening human wants was lessening 



Industrial Education. 155 

the double barbarity of slavery, which supplied 
labor, and of war, which furnished the markets of 
the world with slaves. In modern times, the in- 
crease of human wants is the foundation of a civil- 
ization in which labor is supplied by brains, direct- 
ing machinery. Only when labor will be coupled 
with intelligence and taste, and will be efficient, and 
the capacity for consumption will be universally in- 
creased by the enhanced productive power of the 
masses, will over-production cease to be a periodic 
calamity, distressing alike to labor and capital, and, 
hence, the necessity of associating art instruction 
and industrial training with the common Education 
of the people. 

Or must the children of the industrious classes 
be pauperized before they can get into industrial 
schools ? 

Is it just or wise to make industry the exclusive 
feature of pauper schools ? Is not this degrading 
labor and sliding back into the foul spirit of slavery 
and indolence, and the contempt of poor humanity? 
Is it not undermining the foundation of national 
wealth and public morality and manhood ? 

There are two sorts of culture, a traditional, oc- 
cupying itself with the opinions of the past, and a 
common, acquainting itself with men and things as 
they are. The first is as barren as endless, and in- 
accessible to the masses, for whose wants public 



156 Industrial Education. 

Education ought to be suited. The second is suited 
for the people, whose Education must be such as 
will make them healthy and well balanced men, gain- 
ing a comfortable living by their skill and industry ; 
and with health of body and mind, and industry, 
comfort and manly culture will not long be miss- 
ing. To be plain, our schools are not to furnish us 
with young ladies and gentlemen shining in society, 
but to fit men and women for useful work in a 
world of toil and labor. 

Our encyclopsedic Education makes of everybody 
a superficial judge of everything; thorough uni- 
versal elementary art and technical training makes 
men skilful performers of useful things. We want 
workers and not everlasting talkers. We are all 
critics, but where are the artists? 

Once schools were only attended by the clergy ; 
and, hence, they were engrossed by Latin. Later, 
they were frequented by the wealthier classes and 
became commercial in character. To-day, when 
the working people crowd them, they must be- 
come essentially industrial. Drawing, geometry, 
science applied, technical instruction and indus- 
trial training must develop taste, skill and inclina- 
tion for a variety of mechanical pursuits. As 
long as five millions of youths are annually un- 
fitted upon our school benches for the plough, 
the shop and the factory, neither this, that or any 



Industrial Education. 157 

other administration will relieve us of the misery 
of our times. 

Who can count the direct and indirect victims of 
a half a million of dens of iniquity in the land ? 
Who can measure the depth of their misery and 
degradation? What an army of paupers, drunk- 
ards, criminals, insane and idiots ! What sorrowful 
batallions of the blind, deaf and dumb, who come 
into the world loaded with other men's sins. And 
the vicious, the proud, the avaricious, slaves and 
oppressors greatly swell this sad list. 

When men have once been saturated with sin 
and shame, benevolent societies may pitying follow 
them to the grave. 

The common schools must bring up the people 
for work ; and a gentleman who thinks his children 
above such an Education, must have the dancing 
master come to the house. 

Education alone can safely guide us through life. 
But Education must start us on the very way we 
are to travel through life. It must make us, when 
children, feel, think, live and act as we are to do 
through life. To pass our young years upon school 
benches entirely, prepares us for passing our lives 
in the school and not in the world. There are 
hours enough in the day for exercising a child in 
all the parts of life. 

William Penn, the founder of the commonwealth 



158 Industrial Education. 

that bears his name, framed the following provision, 
which was adopted by the Provincial Council in 
1683 : " That all children within this province of 
the age of twelve years shall be taught some use- 
ful trade or skill, to the end that none may be idle, 
but the poor may work to live and the rich — if they 
become poor — may not want." 

Our Education, says the State Superintendent 
of Pennsylvania, seems faulty in this, that too many 
young people are seeking a livelihood without 
working with their hands. Of 240 convicts, re- 
ceived at the Eastern Penitentiary of Pennsylvania, 
only twelve had a regular trade, and of the crimi- 
nals of 17 prisons in the United States in 1868, 79 
per cent, were without a trade. 

Mr. Edward Winslow, of Boston, insists upon 
joining mechanical and industrial training to our 
common school exercises. So does Prof. J. W. 
Burns, of Philadelphia. Commissioner Eaton de- 
cidedly uses all his resources to direct the minds 
of the teachers of the United States to the want 
of a more practical Education ; and aptly quotes, 
in introducing the subject of Education and Labor, 
the words of Humboldt : " The time is not far distant 
when science and manipulative skill must be wedded 
together, that national wealth and increasing pros- 
perity of nations must be based on an enlightened* 
employment of natural products and forces." 



Industrial Education, 1 59 

Man's whole make of body and soul, his wants, 
and the whole structure of society, call for the per- 
fecting of our industrial occupations, especially to- 
day, when the competition among unskilled labor- 
ers is so great, and the power of steam takes the 
place of muscle. But under our system of division 
of labor, when a man, making a twentieth part of 
a thing, can earn however scanty a living and do- 
ing it all the time, does it expeditiously and to the 
satisfaction of the employer, technical schools be- 
come a necessity, in which apprentices are taught 
every part of a process, and the theory as well as 
the practice, in order to become superior workmen. 

Neighborhoods and countries blessed with such 
industrial institutions have distanced in the great 
markets of the world all the competition of the 
more imperfect products of countries, which by this 
sad experience have been awakened to their com- 
mercial danger. 

Muhlhousen, Creuzot and Besangon, with their 
celebrated industrial schools ; Belgium, with fifty 
such institutions and fifteen thousand apprentices, 
who have attended these schools with great satisfac- 
tion to themselves and the manufacturers ; France, 
with its twelve thousand of industrial scholars ; and 
Germany, with its 52,127 apprentices in faurteen 
hundred and fifty industrial schools, are sufficient 
proof of the practicability of such institutions. 



i6o hidus trial Education. 

Scott Russel shows the actual cost of the techni- 
cal Education of a workman is no more than $125, 
and the surplus earning of educated over uneduca- 
ted labor of one single year amounts to as much. 

England is almost carrying on a crusade against 
the ignorance arising from want of like institutions 
for the technical training of her people. It recog- 
nizes the utter failure of a general Education, that 
is not followed up by a special Education and train- 
ing in some particular industry. 

A practical Education for useful life is hereditary ; 
for, as it is all work and training, it enters the very 
make of body and soul, while superficial scholarship 
profits very little at present and nothing at all in 
the future. 

Modern governments are expensive ; and if they 
do not assist the pursuit of industry, especially when 
the scientific information and the technical skill nec- 
essary for the complete mastery cannot be secured 
without the assistance of public institutions, they 
will soon find empty the pockets of the people they 
so often rifle. 

Why should the government not as well provide 
for the highest mastery of the occupations of the 
work-people as for the learned professions ? 

Soldn freed children from all obligations toward 
their old parents, who neglected to teach them a 
trade. 



The Progress of Industrial jEdiication. i6i 

Massachusetts made this duty obHgatory upon 
parents by statute laws as early as 1642, and Con- 
necticut in 1650. 

Almost forty years ago, Lieber said in his 
" Ethics of Politics," that all his investigations 
lead him to the conclusion that modern crime is 
very much due to the want of fixed occupations. 
Among 358 convicts in one prison he found but 
52, or one in seven, who had a trade. 

In Belgium, in districts in which industrial schools 
are in operation, vagrancy, the hotbed of crime, 
has entirely disappeared, and at Creuzot, in which 
industrial instruction has been in vogue since 1 841 
though a city of twenty-five thousand inhabitants, 
crime, and even misdemeanors, have almost disap- 
peared, and three policemen form the entire force 
sufficient to give the people the feeling of perfect 
security. 

Education, without industrial training, starves the 
masses, breeds mutiny and ends in national suicide. 

Race Education most stringently insists upon in- 
dustrial training as the most effective preventive 
of pauperism, vice, crime, insanity, and, in fact, of 
every wrong from which society suffers to-day. 

THE PROGRESS OF INDUSTRIAL EDUCATION. 

The progress in the industrial arts in England, 
France and Germany is not by any means the re- 



m^ 



1 62 The Progress of Industrial Education, 

suit of mere manufacturing routine, which has but 
slowly advanced the arts, until the government has, 
by the creation of schools of design, of art, and practi- 
cal science, spread the taste and the principles requi- 
site for the advancement of a higher industry. 

If we are to advance in the industrial arts for the 
sake of our commerce, our hungry masses, the puri- 
fication of taste and the delights of a higher civiliza- 
tion, v/e must likewise found industrial schools. 
Our late national exhibition entitles us to say that 
with the same art and industrial training, France, 
England and Germany possess already for many 
years, we would soon be more than their equal in 
the manufacturing arts. 

As far back as 1835 the House of Commons has 
appointed a parliamentary committee for ascertain- 
ing the state of art in England and other countries, 
the best means for extending a knowledge of and a 
taste for art among the manufacturing classes, and 
the state of the higher branches of art and the best 
mode for advancing them. 

The want of instruction in design and the absence 
of public and open galleries containing approved 
specimens of art was pronounced by this committee 
the chief cause of the difference between the artistic 
feeling of the English manufacturing districts and 
that of similar districts of France and other coun- 
tries. A normal school of design was, therefore, 



The Progress of Industrial Education. 163 

determined upon, and the Government School of 
Design opened at Somerset House, in 1837. Every 
student had to devote himself to the advancement 
of the interests of manufactures and ornamental 
trades. The course of study embraced — 

1. Elementary instruction, as outline drawing of 
ornaments and of the human figure, shadowing, 
drawing from plaster, modeling and coloring. 

2. Instruction in design for special branches ; the 
study of fabrics and of such processes of industry as 
admit only of the application of design under cer- 
tain conditions; the history of taste in manufactur- 
ing ; the distinction of styles of ornamentation, and 
such knowledge as was calculated to improve the 
tastes of the pupils and acquaint them with art. 

In 1 841 the first common local schools of art were 
opened at Spitalfields, Sheffield, Manchester, Bir- 
mingham, Coventry, Nottingham, Norwich, Stoke, 
Hanley, Leeds, Huddersfield, Newcastle, Glasgow 
and Paisley, with 2,241 pupils. 

Technical art instruction was given ; museums 
were established ; artistic anatomy, practical con- 
struction, wood engraving, painting on porcelain, 
decorative art in all kinds of woven fabrics, paper 
staining, furniture and jewelry, all were treated 
with the greatest attention. 

In 1863 these schools of art have, through the 
continued care of Parliament, and the central insti- 



164 The Progress of Industrial Education. 

tution, the Chamber of Commerce, and the general 
interest of the pubHc, risen to 90 with 16,480 pupils 
under instruction, and 79,305 children of poor, and 
other schools were taught through their influence ; 
and to-day 117 schools of art give instruction to 
20,310 pupils, with 309 night classes, having 11,747 
pupils and 148,256 scholars in poor-schools all over 
the country under instruction in design. 

That these establishments have materially raised 
the character of the designs in all descriptions of 
English manufactures nobody doubts. 

The opening of the trade schools at Bristol, Wor- 
cester and other places, in which building, mechan- 
ical and engineering trades and chemical 'manu- 
facturing have made great progress since 1852, has 
been successfully followed up, until, in 1870, 799 
have been in full operation with 34,283 pupils. 
And it is universally admitted that these science 
schools had a lasting effect upon the scientific 
Education of the working people throughout the 
country. 

In 1 861, 82 classes submitted to public examina- 
tion, such as entitles to government support ; in 
1870, 2,204. science classes were examined not only 
in mathematics, mechanics, drawing, physics and 
chemistry, but in practical work, testing the power 
of using the ax, saw, plane, chisel, file, forge, smith- 
work, turning, pattern making, moulding, etc., the 



The Progress of Industrial Education. 165 



rule being that unless fully one-half of the science 
students are practical workmen the school has no 
claim upon the government for support. What 
an excellent example for our imitation. A school 
that does not aid the world in its work has no 
claim upon its assistance. 

The following table will best illustrate the im- 
portance attached by England to these practical 
institutions. 



i860 

1861 
1862 
1863 
1864 
1865 
1866 
1867 



Industrial instruction was given in 



m 



9 schools, with 500 


pupils 


38 " i,3co 




70 " 2,543 




75 " 3.111 




91 " 4,666 




120 " 5,479 




153 " 6,835 




212 " 10,230 




310 " 15,010 




514 " 21,000 





1869 . 

Enough has been said about the industrial, art 
and science schools of England, which have made 
it great in the industrial arts, to show how much 
can be accomplished in a few years by a govern- 
ment, which has at heart the commerce of the 
nation and the welfare of the masses. 

In France, national schools of art and common 
industrial schools have been fostered with the same 
care as in England and with the same results. The 
schools of arts and trades at Chalons, Angers and 
at Aix sent out every year 300 young men perfect 



1 66 The Progress of Industrial Education, 

in theory and practice in a number of trades. Paris, 
Lyons, Muhlhausen, Rouen, Nimes, Dieppe, Ro- 
chelle and other places, have excellent practical 
schools of industry. In 1862, 79 cities had indus- 
trial schools, attended by 32,000 pupils. 

France has two great national agricultural col- 
leges, seventy farm schools, practical schools for 
draining, etc. ; three mining schools, the central 
schools of arts and manufacturing at Paris, also 
the famous Conservatory of Arts and Industry, three 
national schools of arts and manufacturing in the 
provinces ; in Savoy, a famous school for watch- 
making, the renowned Polytechnic School at Paris. 
In 1867, there were in France 250 special smaller 
technical schools, 21 schools of design, 12 of arts 
and trades, 5 of hydrography, 4 of the technical 
sciences, 4 of design for textile arts, lace, wall- 
paper, furniture, etc. 

Germany, which ranks high in the industrial 
pursuits, swarms with thorough practical technical 
schools, of which Austria has 45, Bavaria 36, Sax- 
ony 76, Baden 50, among which are some for watch- 
making, weaving and straw plaiting. Switzerland 
has, besides its great polytechnic institutes, 29 in- 
dustrial schools. Belgium has 15 technical schoob 
and 68 national workshops. 

Enough has been said to show the necessity of 
organizing industrial schools for our success in the 



TJie Progress of Imhistrial Education, 167 

practical arts, commerce and the self-support of 
the masses, who must live by their labor. We 
have done more ; we have shown by the example 
of the foremost nations in art and industry that 
these institutions are not only possible and thor- 
oughly practical, but do actually exist in great 
numbers and fulfill all that is expected of them. 

Every lover of America cannot but look with 
pleasure at the following table, which shows the 
growth of schools of science in the United States : 

1870. 1871. 1872. 1873. 1874. 1875. 

Schools ... 17 41 70 70 72 74 

Teachers . . 144 303 724 749 609 758 

Students . . 1,413 3,303 5,395 8,950 7,244 7,157 

These schools of science are an almost infinite 
improvement upon the old Greek and Latin schools, 
which in the vast majority of cases do more injury 
than good ; and as these schools of science grow 
older, they will become more practical and teach 
more science applied than pure science, with which 
a graduate leaving the college cannot profit the 
world sufficiently to get in return for his services 
a modest meal. We have hardly any schools of 
industry ; and drawing, as useful, and even more so 
than writing, to every artisan, is but slowly making 
headway in our common schools, the only ones the 
masses are able to attend. 

It is often expressed that technical pursuits hard- 



1 68 The Progress of Industrial Education. 

\y merit the attention of men seeking a comfortable 
living. If this was really so, and an efficient artisariN 
could not make a decent living, communism, in- \ 
cendiarism and every disorganizing scheme against 
a society, which refuses men a living for the labor 
it requires of them, would find almost an apology 
in such an unjustifiable condition. The fact is, we 
live in a crisis, in which a fat bank account and 
even plenty of real estate is no more security 
against want than labor is. An average importa- 
tion of $500,000,000 to $600,000,000 worth of 
manufactured goods is evidence that we want more 
skilled men. The association of industry with the 
school and science, will raise it to the character of 
art and infinitely vary it. No matter how much 
machinery produces, as long as men work and ex- 
change their products, they are benefited. But 
that they may all have work, industry must take 
the character of art, which admits of an almost 
infinite variety and demand ; for, of course, with 
a gigantic producing machinery, men cannot find 
employment in a few rude manufactures. An 
Arabic enameled glass lamp set up in the Louvre, 
became the support of hundreds of artisans model- 
ing after it. 

An industry raised to the character of art not only 
gives bread to the masses, but in purifying the taste 
of the people it improves their morals, for the beau- 



The Progress of Industrial Education, 169 

tiful and the good are but different expressions of 
the same thing. 

Congress has manifested great wisdom in initi- 
ating the practical and scientific tendency of our 
higher institutions by its munificent grants for the 
estabHshment of agricultural colleges. That it put 
foremost agriculture and mechanics next, is emi- 
nently proper, as the promotion of agriculture is 
every way more to be desired in this country than 
the cultivation of manufacturing industry. 

The National Bureau of Education, under the 
able superintendence of John Eaton, contributes 
its full share to rendering the educators of the land 
more practical. It does all in its power to show 
the need of the organization of infant schools. It 
acquaints us with the progress of technical Educa- 
tion abroad. It makes plain by statistical investi- 
gations the bearings of Education upon the various 
relations of the nation as well as of the individual. 
It brings face to face the theories and practice of 
the great educators of the land, which are thus cor- 
rected or supported one by the other. The in- 
fluence of the National Bureau of Education is 
immense, and forms an epoch in the educational 
activity of the United States. It lifts the educa- 
tor to a plane where he discerns all that is advanced 
the world over by the leaders of thought in his 
line, and where he beholds Education in connec- 
tion with all the great interests of humanity. 



I JO Industrial Education in the United States. 

The prospected delineation of our centennial his- 
tory of Education by the National Bureau is simply 
stupendous. 

INDUSTRIAL EDUCATION IN THE UNITED STATES. 

In the beginning of the century, before the full 
tide of emigration had set in, when land was 
new and cheap, work hard and plenty and help 
rare, the farmers^ sons had to do the work ; and 
when they had grown into manhood and felt the 
want of an Education, the colleges and seminaries 
were glad to give it to them in exchange for their 
labor. Thus the condition of the country prepared 
for manual labor schools, and here, as everywhere 
else, has theory perfected what practice has roughly 
initiated. 

Between 1820 and 1830 public opinion had taken 
a decided stand on the utility and feasibility of 
manual labor schools, which were introduced every- 
where at the end of this period. 

The democratic men who cleared the woods, 
broke the ground and made this country and gov- 
ernment, did a good deal of hard working and hard 
thinking ; and they thought their children most 
likely to do the same if they handled at college as 
many tools as books. They wanted their sons to 
work for their Education, and work while they were 
at it, as they deemed thought only valuable when 
work rendered it effective. They did not want 



Industrial Education in tJie United States. 1 7 1 

polish got at the expense of health and vigor, which 
labor alone can give and preserve. Neither did 
they want the poor, who could not pay, but could 
work for their Education, to be excluded from the 
schools. But, above all, were they unwilling that 
their sons should lose at school their taste for work- 
ing, while they acquired a taste for thinking. And, 
then, they believed nothing was gained when inde- 
pendence was lost ; and so, again, they wanted their 
sons doubly to work for their Education, that they 
might feel independent while they worked for it, 
and feel independent after they got it ; as they 
could live by the plow or the anvil — if they could 
not by their profession — and be true to their con- 
victions. 

The eminently industrial people of Pennsylvania 
took the lead in this matter. The Manual Labor 
Academy near Philadelphia, opened in 1829. "The 
hours of recreation are employed in useful bodily 
labor, such as will exercise their skill, make them 
dexterous, establish their health and strength, en- 
able each to defray his own expenses, and fit him 
for the vicissitudes of life," the record reads. 

In 1830 every invalid student, who resorted to 
the Manual Labor Academy and spent there about 
a year, was restored to health. " When thought 
shall need no brain," the report continues, " and 
nearly four hundred organs of motion shall cease 



172 Industrial Education in the United States, 

to constitute the principal portion of the human 
body, then may the student dispense with muscu- 
lar exertion." 

The House of Representatives of the State of 
Pennsylvania, by a resolution passed in December, 
1832, directed a committee on education to inquire 
into the expediency of establishing at the expense 
of the state a manual labor academy for the in- 
struction of teachers for public schools. The com- 
mittee made out a report as the result of a very 
careful investigation, of which we will briefly state 
the following points : 

1. That the expense of Education, when con- 
nected with manual labor judiciously directed, may 
be reduced at least one-half. 

2. That the exercise of about three hours' labor 
daily, contributes to the health and cheerfulness 
of the pupil, by strengthening and improving his 
physical powers and by engaging his mind in useful 
pursuits. 

3. That so far from manual labor being an im- 
pediment in the progress of the pupil in intellectual 
studies, it has been found, that in proportion as 
one pupil has excelled the other in the amount of 
labor performed, the same pupil has excelled the 
other in equal ratio in his intellectual studies. 

4. That manual labor institutions tend to break 
down the distinction between rich and poor, which 



btdust rial Education in the United States. 173 

exists in society, inasmuch as they give an almost 
equal opportunity of Education to the poor by 
labor as is afforded to the rich by the possession 
of wealth ; and 

5. That pupils trained that way are much better 
fitted for active life, and better qualified to act as 
useful citizens than when educated in any other 
mode ; that they are better as regards physical en- 
ergy and better intellectually and morally. 

This report was accompanied with an act to be 
passed by the Legislature establishing a State Man- 
ual Labor Academy. 

New York City had a Society for Promoting 
Manual Labor in Literary Institutions, the prin- 
ciples of which were expressed by Mr. Wild, the 
secretary, in the report of 1833, in so solid a man- 
ner, as to command our attention even to-day. 
Our muscular system and bony structure, he says, 
does not look as if we were made merely for read- 
ing and writing. 

The influences which body and mind exert upon 
each other are innumerable, incessant and all-con- 
trolling ; the body continually modifying the state 
of the mind, and the mind ever varying the condi- 
tion of the body. Not the body alone, not the 
mind alone, but both united by mutual laws make 
man. The mutual laws form the only rational basis 
for a system of Education. A system based upon 



174 Industrial Education in the United States. 

anything else is wrong. The body is the house, 
the instrument, the reflector and the servant of 
the mind ; and if it is rendered dark, dull and crip- 
pled, what is it worth, and of what use is it to the 
mind? And what is then the state of the mind? 

The body and the mind must be educated to- 
gether. We must preserve the body in the condi- 
tion which will most favorably affect the mind. 
As the best condition of the mind always attends 
the best condition of the body, must not a system 
of Education, which expends all its energies upon 
the mind alone and surrenders the body to chance, 
be fundamentally defective ? Is not a system false,- 
which aims solely at development of mind and yet 
overlooks those very principles which are indispen- 
sable to produce that development, and transgresses 
those very laws which constitute the only ground- 
work of rational Education ? 

The mental part of Education has been vastly 
improved. But what has meanwhile been done 
for the body? What provision has been made for 
the daily wants of its muscles and nerves ? What 
aids have been furnished to the organs of digestion, 
secretion and circulation ? What means have been 
provided for preserving the body in its best condi- 
tion, or for giving healthful energy to its func- 
tions, best securing to the mind that permanent 
vigor which results from such a condition of bodily 



Industrial Education in the United States. 175 

organs ? We have neglected the Education of the 
body, and with the sound body the sound mind 
has become rare. This is no new discovery. Mil- 
ton has, two centuries ago, urged the connection 
of physical and mental Education. Locke has 
done the same. Jahn, Ackerman, Salzmann and 
Franke have done the same in Germany, and Tissot, 
Rousseau and Lond in France. 

As far back as the end of the last century, Dr, 
Rush, of Philadelphia, recommended at length the 
connecting of agricultural and mechanical labor 
with literary institutions, saying, " The student 
should work with his own hands in the intervals 
of study." 

President Lindsley, of the Nashville University ; 
Professor Mitchel, of the Medical College of Ohio ; 
Professor Harris, of the Medical Institute of Phila- 
delphia ; President Fisk, of the Wesleyan Univer- 
sity, and Professor Hitchcock, of Amherst College, 
have all earnestly advocated the union of manual 
labor with intellectual culture. 

Mr. Wild closes his very able report with the 
apprehension that the want of the element of phys- 
ical work in our system of Education will make 
of us just as degenerate and sinking a race as the 
higher classes in France were before the great 
revolution, or as the noble families of Spain are 
to-day. But reports and speeches were the small- 



176 Industrial Education in the United States. 

est part of the work. Manual labor schools sprung 
up North and South, and East and West. 

The Society for the Promotion of Education of 
the Episcopal Methodist Church organized a num- 
ber of manual labor schools. The Baptists were 
not less active in the cause of establishing like 
institutions. 

The Governor of Pennsylvania recommended in 
his message the adoption of the system of manual 
labor in seminaries for teachers. The Governor of 
Georgia recommended the introduction of manual 
labor schools. The Legislature of North Carolina 
has passed a bill incorporating the manual labor 
schools of the State. 

In the United States Senate, in 1836, the reso- 
lution was offered proposing the Committee on 
Public Lands to be instructed to inquire into the 
expediency of making a grant of land to our col- 
leges in each State for the Education of the poor 
on the manual labor school system. 

We may, by way of illustration, mention but few 
0f the many manual labor schools which resulted 
from this discussion of principles and legislation. 
Connecticut had manual labor schools at Suffield, 
afWorcester and Haddenfield. Georgia had man- 
ual labor schools in Camden county, at Lawrence- 
ville and Covington. These institutions were m 
successful operation, and paid the students at the 



Industrial Education in the United States. 177 

end of each term, $14 to $30 for the work done in 
three hours per day. 

In Kentucky, Cumberland College, at Princeton, 
was conducted as a manual labor school. Another 
labor school was at Lexington. 

In the State of Indiana manual labor was intro- 
duced at Wabash College ; and at the Teachers* 
Seminary at Madison the students paid entirely 
by their labor for all necessary expenses, without 
being put back in their studies. 

Dr. Blyth, President of South Hanover College, 
in the same State, and organized on the same prin- 
ciple, says : '' Such schools give birth to enterprise, 
create or perpetuate habits of industry and econ- 
omy, generate and keep alive a feeling of self-sup- 
port and independence, preserve health and create 
genius." 

Massachusetts introduced a manual labor school 
at Lexington and at Andover Seminary. 

In Missouri, Marion College required every stu- 
dent to work in the shop or field three hours daily, 
which enabled the student to pay a considerable 
part of his expenses. 

In New Hampshire, at the manual labor school, 
straw-plaiting was carried on as a trade. 

In New Jersey, we find manual labor introduced 

at the Stockbridge Academy, in Madison county. 

In the State of New York, we fi^nd the manual 
8* 



178 Industrial Education in the United States, 

labor schools practically introduced by the noblest 
of her sons, Gerrit Smith, at Peterboro. 

In North Carolina, the Donaldson Manual Labor 
School gave poor young men an opportunity of 
getting the best Education by paying for it in 
labor. 

Ohio seems to unite the industry of the East with 
the snap or go-aheadativeness of the West. It had 
a manual labor school at Granville, prepared teach- 
ers on the same plan at Marietta, and had another 
manual labor school at Dayton. At Lane Semi- 
nary, on Walnut Hills, near Cincinnati, the com- 
mittee state that the combining of three hours 
daily labor in some useful and interesting employ- 
ment with study, protects the health and constitu- 
tion of our young men ; greatly augments their 
physical energy ; furnishes to a considerable extent 
or entirely the means of self-education ; increases 
their power of intellectual acquisition ; facilitates 
their actual progress in study ; removes their temp- 
tation to idleness ; confirms their habits of indus- 
try ; gives them a practical acquaintance with the 
common employments of life ; inspires them with 
independence of character and the originality of 
investigation, which belongs peculiarly to self-made 
men. Printing was followed. The students got 
sufficiently skilled in three weeks' practice to earn 
$2.54 per week, working daily three hours. They 



Industrial Education in the United States, 1 79 

followed also cabinet making with the same good 
results. 

The Western Reserve College, at Hudson, had 
shops and tools provided for ehose who wished to 
engage in labor. Some have gained, says the col- 
lege report, only health of body and vigor and 
elasticity of mind, enough to pay, one would think, 
for two or three hours daily labor, while others did 
much toward defraying their expenses. Oberlin 
was never backward in the spirit of genuine re- 
form, and required the students to do daily three 
hours of manual labor, with marked results as to 
the health of the students, which was made an 
object. 

The Keystone State has already occupied our 
attention. The manual labor school near Pitts- 
burg had 440 acres of land and a three -story 
building sixty feet long. Chester county was the 
seat of a very active association for the adoption 
of an improved system of Education, recommend- 
ing the establishment of a model school combining 
agricultural and mechanical labor with literary and 
scientific instruction. 

At Bristol College, in the same state, manual 
labor in school was found highly useful as well 4s 
economical, and the Episcopal Recorder, at Phila- 
delphia, says, with reference to this institution : 
'' We hope to send forth trained and strong men, 



1 80 Industrial Education in the United States. 

no diluted manhood, who associate vulgarity and 
meanness with all manual labor, or young men 
blighted with college diseases. Sedentary invalids 
of every description demand that systematic and 
regular labor be incorporated in the very framework 
of our new institutions. Manual labor and mental 
culture ought to go together, for, as Plato says, 
" A good Education imparts to the mind and to 
the body all the power, all the beauty and all the 
perfection of which they are capable." 
r In South Carolina the report of the Manual La- 
bor School at Pendleton says that the manual labor 
system in South Carolina has been fairly tried, and 
that it is decidedly the most advantageous mode 
of Education which has ever been introduced into 
this or any other country. 

Alabama, Michigan, Tennessee and other states 
have interested themselves equally in this cause, 
but enough has been said to show what our fathers 
have thought and what they have done for manual 
labor schools. 

About the time of the agitation of manual labor 
schools, 1 820-1 830, the population of the United 
States, all told, was not 10,000,000. Labor was 
then mostly native and respected. The American 
laborer wanted a higher Education he could not pay 
for nor find free of charge. The pupil, who came 
from the plough or the shop, felt more the bene- 



Industrial Education in tJie United States. I S I 

fit of manual labor, which, indeed, all appreciated 
in all its blessed bearings, as the young- republic 
was still full of democratic inspirations. With the 
change of these conditions manual labor schools 
lost in popularity ; but physical labor is so funda- 
mental a condition of human existence, that these 
institutions will never be superseded without detri- 
ment to society, though their methods may have 
to be varied to meet new wants and purposes. Ouf 
cities have in the last thirty years grown to the 
size of the largest cities of the Old World ; land 
has become rare, and the foreign population — • 
especially under the present system of manufactur- 
ing — is flocking more and more into these hives of 
human beings. In these days of steam and ma- 
chiner}', these masses must be aided and sustained 
to maintain themselves by an industr>% skill and 
knowledge have elevated to the character of art, 
or we all end in chaos brought on by idleness, mis- 
er}-, vice, crime and a turbulent and despairing 
mob. 

Enough has been said to show that our fathers 
have thought the union of labor and study at school 
eminently wise and practical as well. We do not 
ask to make of ever}- school a workshop, but we 
insist, the most important years of man in which 
his character and habits are formed for life and the 
many millions which are spent on Education in 



1 82 Industrial Education in the United States. 

this country, must have something greater, better 
and wiser to point to than a little grammar, spell- 
ing, arithmetic and geography. Industrial Educa- 
tion is not a new crotchet. It had many years ago 
a most tangible existence in this country ; it is to- 
day organized on a great scale in Germany, France, 
Belgium, Switzerland, and is making rapid progress 
in England. It has been urged upon the teachers 
and legislators of the land by most practical men 
for the last twenty-five years ; and the modern 
apostle of Education, Pestalozzi, held it suffi- 
ciently important for the school to help the pu- 
pil to sustain himself in the world, that he com- 
bined manual labor with school instruction. 

We plead for practical scientific instruction, with 
full application to the industrial arts and life. We 
plead for drawing that shall give the scholar full 
exercise of the eye, hand and imagination, and 
develop his taste and skill ; for more geometry, the 
science of form and color, and the history of indus- 
try and technology. We plead for technical gym- 
nastics in every school, which, besides promoting 
physical development, shall give the scholar the 
use of the common implements of the trades. We 
plead for special industrial schools of a nature to 
assist in the progress of the trades peculiar to cer- 
tain localities and districts. We plead for the or- 
ganization of industrial institutions of all grades 



Industrial Education in the United States, 183 

into one great system, with a national industrial 
university at its head, that shall inspire our hands 
with great and useful works. We plead, in fine, 
for the cultivation of the industrial spirit in every 
normal college, which is to send out into the world 
teachers for the people, whose success as well as 
the success of the country depend on the cultiva- 
tion of industrial habits. 

In our pleading for industry we plead for agricul- 
ture — the noblest of all industries, and the most 
useful as well as the most elevating of them all — • 
and the one in which more than in any other we 
have great nature as an especial ally on our grand 
and unequalled prairies and in the variety of our 
climes, which produce whatever will bless man. 

How lons^ still will teachers set before them with 
indifference of mind the vacant task of making chil- 
dren read and write, and, perchance, knov/ a little 
geography, arithmetic and grammar? 

It is time we spread the practical facts and prin- 
ciples of science, which would make of every laborer, 
mechanic and manufacturer a thinker and an invent- 
or ; a man, who by his skill would largely contrib- 
ute to the pleasures and adornments of life, and add 
to his own happiness as well as to that of mankind. 
The capabilities of art and science for making of 
earth a heaven will not be known until pervading 
the masses, every child in the land will be tremu- 



1 84 Industrial Education in the United States, 

lous with sensibility, and love of order and beauty. 
With the energy of thought peculiar to practical 
science and the sensibility attending art, every home 
will be the blessed abode of peace and plenty, of 
love, order and beauty, in which sadness and sor- 
row will be unknown, as all will be industrious and 
live in natural simplicity, hardly ever visited by 
sickness, want and misery. 

Such is the future the union of science, art and 
industry is to usher in. But who has the heart to 
dwell upon the picture of the misery of the laborer 
of to-day, who, unaided by art and science, plods 
along in the old beaten path with but a poor re- 
turn for his toil, and lives in squalid quarters made 
darker and more miserable still by the sight of 
cheerless, sick and dying children and a poor moth- 
er borne down by labor and care ? 

Industrial Education for the people is no theory. 
It is with them a question of life and death. It is 
a question of civilization. It is a national question, 
and touches the existence of the state. And the 
rich are as well interested in it as the poor, as the 
time is near when only capital turned over by la- 
borers, skilled through the knowledge of art and 
science, will yield a return to its owner. 



PART FOURTH. 



THE PROGRESS OF CIVILIZATION. 

The history of the world is the Education of 
mankind, and every step in the onward march of 
civilization is full of lessons and suggestions to the 
educator who aims at the preservation and im- 
provement of the race. 

Schoolmen take the wit and wisdom of books 
for civilization. They do not know what effort it 
has cost humanity to develop the industrial arts, 
which have made life possible and even pleasure- 
able in a world that harasses man at every step. 

Industry, or human activity applied to the arts 
of life, has changed us, and is changing us every 
day ; and if Education is to become a civilizing 
power, it must improve and advance industry to a 
science and instrument for the mental and moral 
improvement of the people who are ever engaged 
in it. 

Industry is the mother of the inductive method 
of reasoning from enlarged experience, and of the 
utilitarian philosophy, and both these, her daughters, 
are fast changing the life and mind of mankind. 



1 86 The Progress of Civilization. 

It is a maxim recognized and acted upon by- 
practical statesmen, that general progress is not 
influenced by abstruse principles or reasonings, 
which never penetrate the masses. Only as far as 
science mingles with the trades and occupations 
of the people does it become the property of the 
world and civilizes the age. 

The decorations of a building are not the build- 
ing, nor are they as important as the foundation 
laid solidly deep down in the ground. It is so 
with literature and the common arts of life, which 
sustain life. Civilization existed before prophets, 
poets, philosophers and statesmen appeared. 

Long and laborious was the way industry had to 
travel before the present stage was reached. 

Not only civilization as a whole includes many 
changes, but, as Tylor conclusively shows, there is 
not a tool, a garment or any other object of art, 
but it is the survivor of a thousand changes ; and 
as every pebble is an epitome of all past geological 
changes, and mirrors the cosmos to him who under- 
stands its language, even so it is with every object 
of human ingenuity, as each is a volume of the 
world's history, stretching back from this our Age 
of Steel to that of Iron, back to the Age of Bronze, 
and the Flint Age, when man was the companion 
of the mammoth and the woolly rhinoceros. 
Yes, the whole world of human objects is a library, 



The Progress of Civilization. 187 

and nothing in it is so trivial, be it a spade, a knife 
or a hatchet, but it has to tell wonders of the thou- 
sand sires that preceded it, and whose history is 
closely interwoven with the history of the race. 

Pedants see civilization exclusively in schools 
and books which exist but since yesterday, while 
the mechanic arts date back a hundred thousand 
years, and their remains are found to-day buried 
under thick strata, the work of myriads of years 
and in company with a fauna that shows the very 
skies and climate as well as the earth have changed, 
and are no more what they have been when the 
hands of men have formed these debris of another 
age and world. Such is the cycle of ages that was 
required to bring the mechanic arts to their present 
maturity. 

Well says Gibbon, " The poet or philosopher illus- 
trates his age and country by the efforts of a single 
mind, but the3e superior powers of reason or fancy 
are rare ; many may be qualified to spread the 
benefits of government, trade, manufactures, art 
and science, but even this requires the union of 
many, which may come to naught ; but the simple 
practice of the mechanic trades stikes an everlast- 
ing root into the most unfavorable soil ; under all 
changes and restrictions these inestimable gifts 
have been diffused ; they have been successively 
propagated ; they can never be lost. We may, 



1 88 The Progress of Civilization. 

therefore, acquiesce in the pleasing conclusion, that 
every age of the world has increased and still in- 
creases the real wealth, the happiness, the knowl- 
edge, and, perhaps, the virtue of the human race." 
Thus with the practice of the mechanic trades the 
progress of the race has begun and continued 
through unnumbered ages, and through them alone 
what has been acquired in the long struggle will 
be maintained and descend to new races and civili- 
zations, when all else will be lost and become unin- 
telligible. 

Thousands of years the race roamed about before 
it stole the thunder from the clouds — learned how 
to kindle fire and how to keep it up. The Egyp- 
tians, the Phoenicians, the Persians, the Greeks and 
the Chinese have all preserved the tradition of the 
invention of this art by their ancestors, and to this 
day we meet with tribes who miss it. 

To pluck fruit from trees was the first method 
of sustaining life. A long time passed before man 
made the first tool or instrument, the first step in 
his civilization — the arrow and the bow — which 
made the chase possible. Only as men multiplied, 
and the chase fell short of sustaining life, would 
men consent to tend flocks of sheep and herds of 
cattle. 

When man succeeded in domesticating animals 
and throwing the burden and slavery of his work 



The Progress of Civilization, 189 

upon the horse, the ox and the ass, a great stride 
was made in the civiHzation of the race. In China 
and India but until a very recent date men were 
used instead of animals for transporting goods over 
roads ; and an embassy from Holland to Peking 
required the service of a thousand men to carry 
the baggage. In the taking of Mexico by Ferdi- 
nand Cortez, fifty thousand Indians were employed 
in doing what five hundred horses might have 
accomplished. 

It was no small matter when man discovered the 
chestnut and the like preservable fruits ; and the 
cereals, as rice, wheat, maize, were still later discov- 
eries, and became each the foundation of a peculiar 
civilization — rice in Asia, wheat in Europe and 
maize in Peru and Mexico. 

Hunting, fishing, pastoral life, mining, working 
of metals and tool making had all to precede the 
plow, without which the proper cultivation of 
the cereals was impossible. It certainly is hardly 
deserving the name of agriculture when plowing 
was done with horns, the rib bones of cows were 
used for cutting the grain, and threshing was done 
by driving wagons, or rather sleighs, through the 
grain, or the wheat was gained and at the same 
time prepared for eating by burning the straw. 

We find still, tribes not only preparing the ground 
for receiving the seed in such a rough way, but 



190 The Progress of Civilization. 

wholly ignorant of seeding. The plow is a great 
stride in the civilization of the race ; for, by increas- 
ing food and making man secure against hunger, it 
gave him leisure to provide for his higher and 
nobler wants. 

Bread, the first necessity of life, most aptly illus- 
trates the slow and laborious progress of the arts 
of civilization. 'After the discovery of the cereals, 
seeding, and cultivation by the plow, the cereals 
were for long ages roasted and thus eaten. Next 
came the improvement of pounding them, and not 
until long after, were they ground on hand mills, 
and made into flat and brittle cakes, whence the 
Scripture expression of breaking bread. Bread, 
properly speaking, was a muth later invention, and 
wholesome light bread raised by ferment, belongs 
to a still later period. 

Let none think that these first steps toward pro- 
viding for the race belong to the fabulous ages. 
Wheat bread was in England but a very few hun- 
dred years ago a luxury indulged in by the higher 
classes ; fruit and vegetables are there but of a very 
late date ; and even the consumption of fresh meat 
was restricted to the fewest. 

Next to food is clothing. Here humanity had 
to learn curing or tanning of skins, spinning and 
weaving of wool. The preparation of flax cannot 
have been learned but slowly and is due to woman's 



TJie Progress of Civilization. 191 

fine observation and painstaking; and language 
has preserved the history of this art in the etymol- 
ogy of wife, which means literally a weaver. How 
inefficient was man before he understood the work- 
ing of metals and the use of tools. It was the 
plow that by a proper cultivation of the soil turned 
nations from cannibalism. 

The first houses were caverns, not as perfect as 
the dwellings constructed by beavers. Ages passed 
before the cave was improved by a hole at the top 
for the smoke to escape. 

The first implements of war v/ere clubs, spears, 
darts and arrows, and the latter were headed with 
brass as early as the siege of Troy. The battering 
ram was first used by Pericles. The first cannons 
were made of iron bars held together in the shape 
of a concave cylinder by rings of copper, and the 
first cannon balls were stone. 

The first vessels were beams joined together ; 
next trunks of trees were cut hollow, and at last 
planks were joined in the shape of a boat. 'Kie 
ship with a prow and a stern with a movable helm 
and sails came after thousands of years. 

Burning wood was anciently the only method for 
lighting the house ; torches came next ; and even 
at the time of Homer lamps and candles were un- 
known among the Greeks, so were spoons and forks. 
Neither had their houses chimneys. Locks and 



192 The Progress of Civilization, 

keys were unknown, and bundles were secured with 
ropes intricately combined ; and, hence, the famous 
Gordian knot. Shoes and stockings are a late im- 
provement ; so are shirts, which came into use in 
the last days of Rome ; and in modern Europe 
shirts were not common before the eighth century. 

Hardly any commerce was possible before the 
discovery of the wheel, the wagon and the ship, 
which were rendered more effective by steam and 
the compass. 

A new epoch dawned upon mankind with the 
discovery of letters, which, again, took thousands 
of years, and is not by any means perfect as yet. 

The Egyptians used hieroglyphics. It was a di- 
vine inspiration that first permanently fastened on 
any material the idea of gentleness by the picture 
of the lamb ; strength by the picture of the bull, 
or magnanimity by that of the lion. The Chinese 
use to this day sixty thousand arbitrary signs rep- 
resenting as many words, the greatest scholar can 
hardly master in a long life, a method that much 
retarded their progress and made them stiff and 
conservative. Our alphabet is the evolution of 
hieroglyphics and shows the outlines in its letters of 
the things from which they are derived. The repre- 
sentation of the simple elements of sound by visi- 
ble signs or letters was a wonderful process and one 
that had to pass through many stages ; and writing 



The Progress of Civilization. 193 

was most probably but little known in Greece at 
the time of Homer. Charlemagne could not sign 
his name, neither could many of the bishops at 
his time. Books were still rare at the time of 
William the Conqueror. The Countess of Anjou 
gave for a collection of homilies two hundred sheep, 
a quarter of wheat, another of rye and a third of 
millet, besides a number of marten skins. 

To encourage the art of reading in England, 
capital punishment for murder was remitted if the 
criminal could read, which was expressed in law by 
the phrase of ^' benefit of clergy." An English edi- 
tion of six hundred copies of the Bible, when first 
printed, was not wholly sold in three years. The 
Emperor Rudolphus, in 1281, ordered all public 
acts to be published in German instead of Latin, 
as formerly. In France all public edicts were still 
published in Latin in 1539, and in Scotland and 
other European countries the practice continued 
> to the last centur}^ to the damage of the language 
of the land and the common people, who were 
thereby kept ignorant of the public law and cut 
off from all contact with the higher classes, who 
were jabbering hog Latin among themselves. 

We find tribes who cannot count beyond five. 

Our decimal system has early been learned from 

our digitals. The Peruvians used knots of various 

colors to designate numbers. Our ciphers were 

9 



194 The Progress of Civilization. 

invented in Hindoostanee and were brought to 
France in the tenth century by the Arabs, who are 
also the inventors of algebra or the science of solv- 
ing mathematical problems by representing num- 
bers by the common letters of the alphabet. 

Money was certainly a vast improvement upon 
barter. Cattle were the first general medium of 
exchange, as they could be driven from place to 
place, and as men bought their wives/ a virgin 
was, for instance, held worth a dozen heads of cat- 
tle. The Lydians were the first who coined gold 
and silver money after the Trojan war, at which 
barter was still the common method of exchange. 

Money is one of the mightiest instruments in the 
rise of civilization, as it encouraged industry by 
facilitating commerce through a universal standard 
of value and a portable and preservable instrument 
of exchange, which could be used as an equivalent 
for the greatest as well as for the smallest values. 

It set man free ; he could at any time liquidate 
his property and go where he pleased and thus 
escape tyranny, but it made man also greedy for 
so desirable an article, rendered him more selfish 
and also powerful for ill as well as for good. 

The useful arts lead to the fine arts ; and sculp- 
ture, painting, architecture, and, at last, gardening, 
rose into prominence one after another already in 
antiquity. 



The Progress of Civilization. 1 95 

We have already remarked that civilization fol- 
lowed everywhere the introduction of the cereals. 
The Egyptians and the Chaldeans were the first 
cultivators of the cereals and the first civilized na- 
tions. The civilization of Europe dates equally 
from the introduction of the cereals, iron and the 
plow. 

How much has common industry done for hu- 
manity by the cultivation or introduction of the 
cereals, the plow, iron, s.teel, the loom, steam and 
machinery, each of which marks a new epoch of 
civilization. 

Little has the school achieved hitherto in com- 
parison with this, neither will it in the future, ex- 
cept it makes its object the improvement of indus- 
try and effects thereby civilization. 

Without iron, man is impotent, for he is then 
without tools. A hatchet, a knife, or even a nail, 
will buy almost anything among tribes who have 
not the use of iron, as they feel their power infi- 
nitely increased by it. Copper, brass and the pre- 
cious metals have all been earlier discovered and 
used on account of their brightness and state of 
purity in which they are often found on the very 
surface of the earth, and as they are softer and 
easier worked. It is all otherwise with iron. At 
the time of Homer iron was still thought precious 
enough to rank with gold and silver as the price 



196 The Progress of Civilization. 

of the conqueror. Every step in the improvement 
of the working of iron and the manufacture of steel 
is an improvement in civilization affecting human- 
ity far more than the smoothest rhymes or the 
most acute system of metaphysics. 

Herodotus mentions Glaucus of Chios as the 
first who smelted iron. It was not before the Mid- 
dle Ages that iron entirely took the place of brass/ 
Think for a moment we lost the use of iron ; 
without a plow or a tool we should soon sink into 
utter barbarity ; and but few could maintain them- 
selves even in that condition, but would perish. 

Erasmus describes England at the time of Henry 
VHI. as a land of filth, every room full of " grease, 
fragments, bones, spittle, excrements of dogs and 
cats and everything that is nauseous." Madrid 
had not a privy as late as 1760, and the royal man- 
date to build such raised a storm of opposition. 
Iron brought the age of industry, which cast men 
into a new mould, and made of the English a people 
loving cleanliness. 

In 1563 knives were first made in England. 
Pocket watches were brought from Germany 1577. 
In 1580 coaches were introduced. A saw mill was 
erected near London 1633. Coffee houses were 
opened 1652. Steam flouring mills began as hand 
mills, horse mills, water mills, and, finally, became 
what they are to-day. Striking clocks were not 



The P^'ogress of Civilization. 197 

known until the end of the thirteenth century, and, 
hence, the custom of watchmen calHng the hours 
of the night. Paper was first made in the four- 
teenth century. The eggs of the silk-worms were 
first introduced in Europe under the reign of Jus- 
tinian from Hindoostanee. 

With the progress of industry, food, clothing 
and all other means of comfort and luxury so in- 
Creased, that the poorest man to-day has a greater 
quantity of them than fell to the share of kings or 
nobles but a few hundred years ago. 

Queen Catharine could not command a salad for 
dinner until the king brought a gardener from the 
Netherlands. About the same time the artichoke, 
the apricot and the damask rose made their first 
appearance in England. Turkeys, carps and hops 
were first known there in the year 1524. The cur- 
rant shrub was brought from the islands of Zante 
1533. In the year 1540 cherry trees were brought 
from Flanders to Kent. 

At the time of Henry VIII. there were but few 
chimneys even in the capital towns of England, and 
the smoke issued at a hole in the ceiling, the door 
and windows ; utensils, forks, spoons, etc., were of 
wood. The people slept on straw with a log of 
wood for a pillow. 

Henry II., of France, at the marriage of the 
dutchess of Savoy, used the first silk stockings that 



198 The Progress of Civilization. 

were made in France. Elizabeth, the great queen 
of England, had her reception room strewn with 
rushes or straw — as in our days half decent stables 
are ; she received in the third year of her reign a 
. present of a pair of black silk stockings. The first 
stone bridge over the Thames was built in 12 13, 
and over the Seine in the beginning of the six- 
teenth century. The first silk factory was built in 
Lyons in 1536. Glass windows were still rare in 
private houses in the twelfth century. King Ed- 
ward III. invited three clockmakers from Holland. 

Gunpowder, firearms and artillery, with the new 
art of war, called forth standing armies, while the 
rest of the people remained at home and devoted 
themselves to the trades, which gained thereby such 
importance that they ruled the state and pretty 
much ended the old regime, which was one of con- 
stant war, and, therefore, barbarous. 

The Saracens have spread a taste for chemical 
manipulation and the observation of nature and 
mechanical improvements. Roger Bacon has trod 
into this path, and prepared the way for the great 
Bacon of Verulam. 

Men have never paid attention enough to the 
importance of the industrial arts. Glass was intro- 
duced into Britain 671 ; still it was not applied 
there for windows until the thirteenth century, was 
but in the sixteenth century manufactured there 



The Progress of Civilization. 199 

and did not enter into general use until the middle 
of the seventeenth century. Country houses in 
Scotland were not glazed until 166 1. The manu- 
facture of silk was more than a thousand years 
traveling from the shores of the Bosphorus to 
England. 

Henry the Great, king of France, and his distin- 
guished minister, the able Sully, have laid the 
foundation to France's eminence in the manufac- 
turing arts. Under the great Colbert, the minister 
of Louis XIV., the since famous manufactory of 
Sevres china was established, the manufacture of 
glass brought from Venice, wall paper invented in 
France, the manufacture of fine cloth introduced 
from England; until, in 1685, the revocation of the 
edict of Nantes had driven away the Huguenots, 
the best artisans of France, with whom a great part 
of the manufacture and civilization of France have 
wandered to England, Germany, the United States 
and other countries. 

In the Middle Ages all arts were debased through 
the spirit of feudalism, and all labor was considered 
slavish. Hence the slow progress in manufactures 
and civilization. All articles of furniture were rare, 
the same room was used for cooking and eating, 
and the ox often lived under the same roof with 
the farmer. Lords, even at the time of Elizabeth, 
would, like other movable furniture, take with them 



200 The Progress of Civilization. 

the windows of their castle on leaving for London 
and the court. Forks were unknown until James I. 

Barley bread was the usual food of the poorer 
classes in 1626. In some portions of England, as 
late as 1725, even a rich family used but a peck of 
wheat in a year, and that about Christmas. Dry 
bran bread, mixed with rye meal, was commonly 
used by servants and laborers. Corn was mostly 
ground at home by the hand mill, even at the time 
of Elizabeth. Holland provided London with vege- 
tables, and at the time of Henry VHL not a cab- 
bage, carrot, turnip or other edible root grew in ail 
England. Natural enough, in proportion to the 
want of industry, barbarism and crime abounded, 
and 70,000 thieves were hanged under this prince 
in England. 

Spectacles were introduced in the thirteenth 
century ; needles were brought from France to 
England in 1543, and first made there in 1626. 
Umbrellas made their appearance in England in 
1768, and their first use excited the jeers of the 
vulgar. The land was one waste and the mines 
poorly explored. 

Take the quantity of iron smelted in the Middle 
Ages. It amounted to fifteen pounds at most, per 
hand. Using coke instead of charcoal in making 
iron, a furnace produces in our time thirty tons a 
day, or four hundred pounds of a superior quality 



TJie Pi'ogress of Civilization. 201 

per hand. A man accomplishes, therefore, thirty 
times as much as before. 

When grinding flour was done by hand mills it 
took one grinder for twenty-five consumers. In 
our improved flouring mills one man turns out flour 
enough for 3,600, so that one man does the work 
of one hundred and forty-four formerly employed. 
Fourteen large mills, employing two hundred and 
seventy-eight hands, do to-day the milling of a 
city of a million population. In Rome and Athens 
the hand mills kept going 40,000 hands for an 
equal population. 

In the manufacture of cotton one man does to- 
day what seven hundred could do before recent 
improvements were made. John Kay, of Bolton, 
introduced the fly shuttle in 1750, so that one hand 
can attend from ten to twenty shuttles. Mr. Har- 
greaves, of Blackburn, first introduced the spinning 
jenny in 1770. Mr. Arkwright built his machinery 
for carding and roving in 177 1, and Mr. Crompton's 
mule was introduced in 1780; and about the begin- 
ning of the century Mr. Watts' steam engine came 
into use, the power loom began its work, and from 
that day the modern factory system dates. About 
the middle of this century 250,000 power looms 
were in operation. 

The muslin exported from England in 1833 meas- 
ured ten times the circumference of the globe. In 

9* 



202 The Progress of Civilization. 

1840 it was equal to thirty-five times the same 
length, or one milliard and three hundred and 
eighty-three millions of metres, and the whole ex- 
port of cotton manufactures amounted to one hun- 
hundred and sixty-three millions of dollars. The 
cheapness has increased with the supply, so that it 
was in 1853 five times as cheap as twenty-five years 
back, and twelve times as cheap as fifty years back. 

In 1740 England produced 17,000 tons of iron, 
in 1840, 1,500,000 tons, and in 1856, 3,000,000 tons. 

But in transporting power we have gained per- 
haps most. One man with an efficient locomotive 
can carry 500 tons of freight. It would take 50,000 
men to do the same carrying in the same time. 
All this was accomplished by the hard struggle 
and ingenuity of industry, hardly aided by the 
school. 

Let the reader notice that we traced the progress 
of the arts before an earnest attempt of introducing 
universal Education was made. Solely by the nat- 
ural force of circumstances, by a continually spread- 
ing division of labor, and the devotion of the whole 
attention of the laborer to but a small field of labor, 
skill and invention have made rapid progress, com- 
forts have been increased, taste has been improved, 
and leisure has been gained, which has called forth 
the literature of the day, of which the arts and 
trades are the cause and not the effect. 



The Progress of Civilization. 203 

Slavery in all degrees gave way in England in 
135 1 to the arbitrary power and stipulations of 
legislation, which settled the price of labor. And 
the trades were so backward that four-fifths of the 
people were agriculturists, and yet, as we have 
seen, the land was a waste. 

The discomfort of the people may be seen from 
the fact that from the year 1075 to 1575 the popu- 
lation of England and Wales has but doubled. 
From 1600 to 1700, the increase was about 30 per 
cent. ; from 1700 to 1750, the increase was 25 per 
cent., and in 1800 to 1850, the population of the 
United Kingdom doubled, besides furnishing a 
constant stream of emigration for this and other 
parts of the world. 

Commerce had anxiously explored the sea to 
find a new way to the East Indies ; and the mari- 
time discoveries which were constantly making, 
kept the world agitated and enterprising. 

The first attempt of manufacturing in the United 
States was made in 1608, only one year after the 
first effective English settlement at Jamestown, in 
Virginia. So early has the spirit of industry devel- 
oped in this country. 

In 1776 the first attempts of raising cotton in 
the South were made, and the cotton of 1790, 1791 
and 1792 together, made one moderate cargo. At 
the end of half a century the cotton crop amounted 



204 - The Progress of Civilization. 

to two millions of bales ; and to-day it reaches the 
figure of four and five millions. 

In 1 8 12 the first glass works were erected in 
Pittsburg. The first iron works were built in the 
United States in Pennsylvania, in Newcastle 
county, in 1726. In 1805 the populatiofi of the 
United States was 6,180,000; its manufactures 
amounted to $30,000,000, and its agricultural pro- 
ductions to $85,000,000. In 1870 the population 
of the United States amounted to 38,558,371, and 
there were counted 252,148 factories, with 40,191 
steam engines and 51,018 water wheels, with a 
total of 2,346,142 horse power, and 2,053,996 hands, 
yielding a net product of $1,743,898,200, or, in- 
cluding the raw material, $4,232,325,442. 

These sums are too large to realize their amounts. 
We will, therefore, take some of the great indus- 
tries separately : 

Iron industries $346,952,694 

Cotton goods 177,903,687 

Woolen goods ..... 178,064,453 

Boots and shoes 181,644,090 

Clothier goods 147,650,378 

Leather 1 37,480,097 

Furniture 57,926,547 

Mining products 152,598,994 

The agricultural productions of every sort 
amounted in 1870 to $2,447,538,658. 

The United States had in 1873, 70,178 miles of 



The Progress of Civilization. 205 

railroad, at a cost of $3,436,-638,749 for carr>'mg on 
its internal trade. 

The foreign trade of the world amounts to $10,- 
000,000,000 per annum, and is carried on in 200,- 
000 vessels plowing the ocean with a cargo of 
20,000,000 tons. 

Of 2,500,000 tons of sugar — the yearly consump- 
tion of the world — the United States consume 
500,000 tons. 

How slow, uncertain and laborious was the prog- 
ress of industry, feeling, as it were, her way in the 
dark for thousands of years, and how glorious and 
rapid was her march since she has caught sight of 
the rising sun of science ! Let science, then, fully 
join her, and the effect on her as well as on her 
children will be immense, and a new era will rise 
for humanity. 

But industrial progress does not merely mean so 
many bales of cotton and so many tons of iron or 
coal ; it means the progress in the condition of the 
slave, serf or villain, and the free laborer ; it means 
the moral progress of the chieftain or successful 
bandit to the privilege of birth ; and, at last, to 
personal capacity and useful enterprise. With the 
increase of production the laborer gained in personal 
and political influence as well as in a material view. 
As slaves, laborers were crowded together without 
reference to health or decency ; as free mechanics 



2o6 The Progress of Civilizaiioit. 

and smaill masters they occupied small properties ; 
they became possessed of all the virtues and ad- 
vantages attaching to property and well-regulated 
homes. 

But, alas ! the great industries under the regime 
of steam and machinery have centralized capital 
and population ; and, again, laborers are crowded 
in tenements without regard to health and decency, 
ending in the formation of a permanent low, short- 
lived, stinted type of degraded humanity. 

We cannot separate from our present form of 
industry the sanitary and moral relations of the 
people ; they are all eminently questions of 
civilization, and find their solution in Education. 
Associate industry at all points with Education, 
and mind will control matter, and reason will bring 
order into the present social chaos. 

The Education of the industrial masses into 
thinking men once achieved, further steps will best 
suggest themselves to the men most concerned, and 
who are the best judges of their condition, wants 
and means of relief. 

But this Education must embrace the industrial, 
economical, domestic and social relations, and in- 
crease their efficiency as producers, their intelli- 
gence, their moral power, their health and their 
social consideration. Our all-absorbing great in- 
dustries can find their only justification in the 



The Progress of Civilizatioit. 207 

union with art and science and in the spread of 
taste, sensibiHty, fine feehng, knowledge, wisdom 
and well-being among the masses engaged in them. 
Industries which had no other end than the pro- 
duction of a million of trifles to satisfy the vanity 
of their consumers, and left their producers unim- 
proved and miserable, would be a most degrading 
materialism, which could only end in universal 
brutalization and in the downfall of the nation. 

Every field and every factory throughout the land 
and the wide world is a laboratory, and every laborer 
producing profitable results is an experimentalist. 

Where the hand and the brain work in unison 
and shape nature's elements into angels minister- 
ing to the well-being of man, most is effected for 
human civilization. 

Schools, hardly organized for half a century, have 
as yet done little for industry, which has progressed 
by its own unaided exertions, until its advance has 
aroused practical men to found polytechnic insti- 
tutes and industrial schools, which promise to lead 
industry to still higher development. 

The unaided success of the industries is plainly 
to be read in the greatness of the Italian republics, 
the Hansas, Flanders and in France prior to the 
persecution of the Huguenots; or in England in 
our own day, where Education has been organized 
but of very late. 



2o8 The Progress of Civilization. 

We do not deny the importance of the school ; 
but to advance civiHzation, it must prepare the 
people for their work — nice essays are for the phi- 
losopher. The nature of the civilization of an 
epoch is determined by the character of the peo- 
ple, which, again, depends on the work they are 
engaged in and on the manner in which they per- 
form it. The tens and hundreds of thousands of 
fabricates they manufacture are their volumes ; 
and, hence, the more intelligence and science is 
brought to bear upon them by an industrial and 
technical Education, the more the people will think 
and improve, and the higher a civilization will be 
attained. Industry has advanced to a science, and 
its theory must be taught as well as its practice, if 
it is to progress with the rapidity peculiar to all the 
movements of the age we live in. All the ap- 
pliances of human ingenuity are to be set in mo- 
tion to increase the quality as well as the quantity 
of our manufactures, to make the workmen con- 
sumers as well as producers, and to restore har- 
mony between labor and capital. 

With every new step industry increased the hap- 
piness of mankind, and made us wiser and better 
in proportion as the common wants were satisfied 
and the higher ones awakened and cared for. 

How vast are the numbers engaged in the in- 
dustries of the world and how great is the capital 



TJie Progress of Civilization. 209 

— the whole earnings of the past — engaged in 
them. Can Education do anything worthier and 
more fruitful of precious results than by improving 
the industries, improve the great majority of man- 
kind engaged in them, and by doubling the wages 
of labor and the profits of capital, and satisfying 
all, fill all with peace and concord, wiping out the 
sorrow and woe attending the present state of 
want, madness and crime ? 

In very deed science owes all to industry, and it 
is time it serve in its turn industry, that it may the 
surer serve humanity and the moral progress of the 
race. 

The beautiful arts of architecture, sculpture and 
painting, clocks, spectacles, telescopes, air pumps, 
chemical manipulations and printing, were all de- 
veloped before universal Education was intro- 
duced, and are all the results of the progress of 
the industrial arts, which furnished the tools and 
often the entire mechanism and the very observa- 
tions which led to the principles some claim for the 
school. 

When we consider the innumerable host of tech- 
nical arts and trades furnishing the necessities, com-^ 
forts and pleasures of life, providing science with 
her tools and developing the taste, mind and mor-' 
als of the great mass of mankind engaged in them, 
the infinite observations, facts and combinations of 



210 The Progress of Civilisation. 

ideas stored up in them as displayed in the great 
industrial exhibitions of the world, and especially 
in the magnificent one we have just witnessed in 
our own country, what an infinite world of mental 
activity they present to us. 

And right here, speaking of the indebtedness of 
the world to past labors, we will express our obli- 
gations to scores of laborers who have preceded us 
in our field of inquiry, and especially would we 
mention the noble author of the " Sketches of 
Man," upon whose resources we have freely drawn. 
Little can man in his few days see with his own 
eyes ; past labors are the genuine source of inspi- 
ration, and their honest recognition is the most be- 
fitting invocation. 

In almost every trade qualities and relations hid- 
den from the superficial observer, are made the 
basis of operations and applications. How mighty 
small is the sum of our little school learning com- 
pared with the thought and experience treasured 
up in a thousand skilful trades, each of which man- 
ufactures often a hundred different articles. The 
most complicated technical arts require as much 
mental force as any of the branches of school 
learning, which were only injured by metaphysical 
subtlety. 

Bishop Heretius remarked that all the learning 



TJie Progress of Civilizatioii. 2 1 1 

down to the beginning of the eighteenth century- 
could be put into six to ten moderate folios, to 
which we may add ten or even twenty volumes 
for our late scientific acquisitions. What a library^ 
on the other hand, would it form, if every observa- 
tion and every manipulation in every trade and art 
was written down ! And, yet, these practical ob- 
servations are unquestionably founded in truth, and 
useful much more than most of the learned trash 
of the schools. 

Industry, more than science, has worked in the 
past under the guidance of practical observation — 
the main instrument of genius and the source of 
all invention — until Bacon has got his philosophy 
from the shop, which has done the world more 
good than the philosophy which Socrates has 
brought down from heaven. 

The knowledge of the schools or abstract philoso- 
phy has done infinite mischief, by fostering relig- 
ious prejudices and false political theories sustain- 
ing despotisms, false moral systems and standards ; 
in short, it has caused much physical, moral, 
political and religious mischief, while technical in- 
ventions have saved and preserved mankind from 
much physical harm and have assisted in the moral 
and intellectual culture of the race. 

The technical pursuits, by cultivating physical 



212 The Progress of Civilization. 

and mental activity, developed the body and mind 
of the people, and thus materially increased their 
health, efficiency and well-being. 

Industrial progress is continuous in its develop- 
ment ; theoretical knowledge and literary culture 
are often inactive and dead for ages. 

The labor of the world may be historically di- 
vided into the following epochs : The time of the 
first rude labors ; the trades, with division of 
labor ; industry, combined with science and art, or 
ornamental industry ; and, at last, the highest 
technic, or union of strength and beauty. In the 
first days of the race, the same man was hunter, 
fisher, smith, carpenter, cabinet maker, tailor, etc. 
This sharpened his wits ; but, of course, he brought 
it to perfection in nothing. However, as every- 
body was his own customer, he was easily suited. 

As mankind increased and formed towns, each 
man was able to dispose of his surplus, he devoted 
himself, therefore, to one trade, produced a great 
quantity of articles of better quality, and got in ex- 
change for his fabric a greater number of articles of 
higher quality than he could have made himself. 

This division of labor led to almost scientific 
exactness and perfection in the trades. Competi- 
tion among the producers led to ornamental in- 
dustry. 

At last, use, beauty and strength, with the great- 



The Progress of Civilization. 213 

est possible productivity and cheapness in articles 
of manufacture, were aimed at ; and what formerly 
seemed to be the work of individual skill, is now 
performed by a mechanism which replaces the dex- 
terity and intelligence of the laborer. 

In Greece as well as in Rome the trades were 
despised as fit only for slaves. In the world of 
to-day they are the very beginning of freedom, 
universal liberty and civilization. 

It is the tradesmen who formed in the Middle 
Ages fortified towns and founded modern liberty, 
maintaining their rights against a fierce nobility 
and often against kings. 

The Florentine republics, the Hansa League and 
Flanders have achieved wealth and liberty, not by 
their arms, but by their industry ; and to-day, the 
greatest of all modern states, as Germany, France, 
England and the United States, are founded upon 
industry, as the ancient states developed their 
strength in war. 

How productive of great and noble qualities is 
industry by the independence it procures and the 
opportunities it gives us for developing our talents. 
Wealth develops power and dignity and health and 
well-being among the masses. 

The industrial laborer is the soldier of the nine- 
teenth century, making daily more conquests for 
civilization and humanity. 



214 The Progress of Civilization. 

Industry creates commerce and new sources of 
maintenance, lessens idleness and vice, and im- 
proves morals by employing men. It was the want 
of industry that made the people of Rome and 
Greece accessible to the tricks of the demagogue 
and rendered them turbulent. 

To the rise of the industrial classes and the con- 
sequent development of wealth, Europe owes its 
liberty and civilization, as the third estate, grown 
powerful, forced royalty and nobles as well as the 
clergy to respect the rights of the people. 

Industry, through commerce following in its 
wake, gives rise to intercourse among men and 
nations, to interchange of ideas, mutual liberality, 
and peace and good-will among men. Commerce, 
which rests upon industry, is one of the main 
sources of modern civilization. Industry consti- 
tutes our superiority over the ancients. 

Slavery and contempt of labor form the centre 
of the civilization of the ancients and of the mili- 
tary life in which their activity found the only outlet. 
Among the Boeotians, men who defiled themselves 
by commerce, were for ten years excluded from all 
state offices ; and Augustus condemned a senator 
to death because he took part in manufacture. 

The slave system engendered ferocity. Slaves 
had to imbrue their hands in each other's blood as 
gladiators, and to engage in deadly combat with 



The Progress of Civilization. 215' 

brutes almost as ferocious as their masters. They 
were often mutilated with atrocious cruelty ; they 
were tortured on the slightest suspicion and cruci- 
fied for trifling offenses. If a master was murdered, 
all the slaves were put to torture ; and if the per- 
petrator was not discovered, they were all put to 
death. Tacitus relates a case in which not less 
than four hundred were thus slaughtered. Ladies 
of fashion amused themselves by the repeated in- 
fliction of painful flesh wounds on their lady maids 
with their own hand and dagger, and by ordering 
others to be crucified. Old and infirm slaves were 
exposed on an island of the Tiber, where they were 
left to die from starvation. 

As a man's children could not be considered less 
his own than his slaves, and his wife is but part of 
his household, he had also over them the power of 
life and death ; and as a man is not likely to be 
more tender with strangers than with his own wife 
and children, savage barbarism characterized all the 
relations of man with his fellows. Such was an- 
tiquity and such the models classical Education 
would force upon modern civilization. 

Industry, or application to the arts* and trades, 
led to the development of the spirit of observation 
and to facts ; it led away from dreams, sophistry 
and dogmatism to genuine enlightenment and rea- 
sonableness ; it led to the discovery of the inductive 



2i6 The Progress of Civilization. 

philosophy, or, rather, declared working the only- 
true philosophy and the shop the best school, and 
thus laid the foundation to genuine progress and 
improvement. 

It led to the development of the principle of util- 
ity, which is the safest test of truth and goodness. 
It led to peace and good-will among all men, as 
they all work for each other and exchange with 
each other the products of their labor. 

Industry cultivates enterprise and caution, two 
qualities Hume calls the most important for suc- 
cess in life. 

Industry, says Buckle, makes us conscious of our 
power. It is averse to superstition, as we daily 
feel that all depends on our own resources and how 
we manage them. It is the mother of wealth, and, 
hence, of civilization, and seeking for markets it 
leads to maritime discoveries. Industry gives men 
with competency and independence dignity and 
respectability, and thus cultivates a higher regard 
for humanity. 

Industry, assuming the character of art, develops 
the taste for the beautiful, and, hence, the cultiva- 
tion of industry and art leads to virtue and good 
manners, as the good and the beautiful are akin. 

Industry strengthens the physical and mental 
capacities of man by constant exercise ; increases 



The Progress of Civilization, 217 

his self-restraining power, the basis of moral excel- 
lency, and thus renders man better and nobler. 

Industry, says Leckey, by providing the world 
with refining comforts, undermined the asceticism 
of the Church, its monastic spirit and ecclesiastic 
power ; it secularized Europe and made it tolerant. 

Industry led from dreamy philosophy and meta- 
physical speculation and dogmatic theology to the 
cultivation of science and the formation of a prac- 
tical code of natural ethics for the regulation of 
man in his intercourse with his fellow, nature or 
with himself. 

All the gold in the world flowing into a state 
cannot save it if industry leaves it ; witness Spain. 

The main idea of Adam Smith's ^' Wealth of 
Nations " is industry, which all his measures tend 
to promote as the pillar of a nation's greatness. 
Labor, according to him, is the basis of value. 
Adam Smith employed his whole genius to show 
that industry must be freed from all its former 
shackles. 

A new lesson we must learn — inasmuch as indus- 
try makes a nation great and prosperous — the school 
as well as the state must chiefly direct its efforts 
toward the promotion of manufactures and indus- 
try. For, as skill and excellency are only attained 
by habitual exercise, we must be trained to indus- 
try from early childhood. 
10 



2i8 The Progress of Civilization. 

Liberty, industry and peace are indissolubly 
linked together. Nothing but the enlightened 
self-interest of industry and commerce will event- 
ually abolish war among nations. 

But industry and commerce, which cement for- 
eign nations, should they not draw closer to each 
other the different classes and conditions in the 
same nation by showing them the identity of their 
interests ? 

Industry, says Leckey, while it disposes nations 
for peace, makes them strong in war. 

Under the industrial regime production gives 
rise to new wants, and wants to new exertions, 
and exertions to wealth, which again gives rise to 
refined tastes, finer perceptions of beauty and intel- 
lectual aspirations. 

Industry produces capital, which gives opportu- 
nity for higher pursuits. 

Slavery, war and despotism, all recede before 
industry. A law-abiding spirit, sobriety, integrity 
and a steady character are all in the wake of 
industry.. 

The old ascetic spirit destroys with human nature 
human energy. Industry strengthens human ener- 
gies and unites all by an enlightened self-interest. 

Human industry has connected oceans separated 
by continents ; has drained lakes in low lands and 
created others in high places ; has pierced moun- 



The Progress of Civilization. 219 

tain chains ; has planted gardens in the wilderness ; 
has built cities upon the waves of the ocean ; has 
laid low ancient forests ; has changed climates ; has 
turned rivers from their natural course and has 
altered the face of the whole earth by changing its 
vegetable covering. St. Helena, when discovered 
in 1505, produced about sixty vegetable species, 
including but three or four known to grow else- 
where, also. At the present time its flora numbers 
seven hundred and fifty species. The flora of trop- 
ical America has been found by Humboldt and 
Bonpland to have been greatly introduced after 
the discovery of the New World. At the time of 
Aristotle the peach, that ripens to-day in England 
and Germany, could but imperfectly be raised under 
the Grecian sky ; and many of the fruits that in the 
days of Pliny thrived but poorly in sunny Italy, do 
well to-day in northern Europe. The mulberry 
tree was introduced in southern France in 1500, 
and to-day it does well in much more northerly 
climes of Europe. 

Who dares to deny but that tropical plants may 
ultimately grow in the temperate zone, by industry 
transplanting them gradually into countries more 
and more removed from their tropical home ? 

The changes effected by human industry in the 
animal kingdom are not less extensive than those 
in the vegetable world, and these changes multiply 



220 The Progress of Civilization. 

each other by their mutual bearings, until the final 
results assume a universal aspect. 

Not to speak of the changes effected by the 
introduction of ^ birds which live on insects — the 
agency of which is important in fertilizing plants — 
the ox, the horse, the sheep, the swine, so useful 
to man, have all been transplanted to the New 
World by human industry, as hardly any of the 
quadrupeds of the Old World were found in Amer- 
ica. And in our own day the Cashmere or Thibet 
goat was brought but in 1850 to South Carolina 
and the camel to Texas and New Mexico, where 
they promise to do well. 

The monumental buildings of the world are its 
true public libraries, seen and read by all, spreading 
in one or another style lessons of severe and chaste 
beauty or of spiritual grandeur, and imparting the 
spirit and civilization of one age to another ; and 
this, too, is the work of industry. 

With the increase of pleasure and refinement 
arising from the beauty and delicacy of an in- 
dustry daily more assuming the character of art, 
human sensibility and kindliness of heart spread 
among men, and brought with them a higher state 
of civilization. As laborers, mechanics and manu- 
facturers obtained wealth, they gained importance 
and achieved freedom, consideration and influence ; 
J:he courts and the law had to do them justice, and 



The Progress of Civilization. 221 

thus changed all together; governments had to 
consult them and became representative and con- 
stitutional ; and now, at last, schools have to suit 
their course to the practical needs of the la- 
borer. 

We best learn the nature of Education by study- 
ing it in the great style of Providence or universal 
history, which is the Education of the race. The 
Education of the individual must be in kind the 
same as the Education of the race, and must end 
in it. If educators find nothing in the history and 
development of the race that concerns them, the 
worse for their system ; as for us the Education of 
the individual must begin the very work the Edu- 
cation of the race will complete. 

Draw closer the connection between the school 
and industry, science and the trades, and spread 
sound economical knowledge, and a humane dispo- 
sition among employers and employees, and you 
reduce the mortality of the laborers of the land by 
at least 50,000, and the number of cases of sick- 
ness by 750,000 per annum. 

There is hardly a department of science but its 
fundamental facts have been furnished by the ob- 
servation of the practical men of industry. But 
how many of these observations are lost through 
the want of scientific knowledge in the practical 
workers of the world, and who can set a limit to 



222 The Progress of Civilization. 

future progress and improvement when practical 
workers will be scientific observers ? 

As long as labor is a drudgery, leaving the mind 
and the heart vacant, men will rather scheme than 
work. Join to labor science and art, and the ven- 
erated high priests of human industry, ministering 
in their laboratories to the comforts and necessities 
of mankind, will find their work a delight and a 
pleasure, they would no more exchange with the 
leisure of the elegant trifler than the toiling chem- 
ist or physicist would. 

Labor is the physical aspect of moral power, and 
a nation cannot be free, powerful and truly great 
without being eminent for its industry. Rome and 
Greece possessed no industries, neither were they 
great, for their masses were slaves. 

Industry, through constant exercise, bestows the 
freedom of the power of using our faculties for our 
own good as well as for the good of the race, and 
this freedom constitutes true liberty. 

As long as war is tolerated, the spirit of rapacity, 
inhumanity and domination will pervade every 
sphere of private and public life, and men and 
nations will be barbarians. As long as men are 
fools and knaves enough to butcher one another, it 
is simply ridiculous to talk of civilization, which 
only can begin where war ends. War deteriorates 
a nation physically as well as morally. After every 



Tlie Progress of Civilization, 223 

great war — in Sweden and Germany after the thirty 
years' war, in Prussia after the seven years' war and 
in France after the great Napoleonic war — the 
number of diseased, crippled and weak men had 
increased to an extent that interfered with the 
recruiting office. For, as the able-bodied men have 
been taken from their homes, and have fallen in 
the field, the weak and the sickly formed families 
and humanity necessarily was physically deteri- 
orated. 

So, for instance, do we find in France exempt 
from the service — aside from causes of sickness, 
low stature or of being crippled — for constitutional 
weakness, in 

1816-1820 . . . 51.05 in 1,000 recruits. 
1831-1835 . . . 79.04 
1865-1868 . . . 96.90 " 

In Prussia were exempt for all causes of sickness, 
for being crippled, constitutionally weak and of low 
stature, in 

1 83 1 345 in 1,000 recruits. 

1854 ".382 

1858-1862 .... 423 

In Saxony, were exempt from the service for all 
causes in 

1832-1836 33 in 100. 

1850-1854 50 



224 The Progress of Civilization. 

The steadily diminishin*; number of long-lived 
persons is another incontestable proof of a deteri- 
orating humanity. There were in Sweden over 
90 years of age in 





Women. 




Mm. 




I75I . 


. 10.4 


in 


1,000. 


6.6 


in 1,000 


. 


1763 . 


. 7 




" 


4 


<< 


(1766) 


1780 . 


• 4.4 




" 


34 


<< 




1790 . 


■ 5-3 




41 


2.7 


4i 


(1775) 


1800 . 


. 2.7 




<( 


1-3 


<< 





We dare not enter upon a recital of the social, 
moral and economical disorders which follow wars, 
neither is it necessary, as we all keenly feel them 
just now. 

Our armies are slaughter houses. The killed in 
the field are the least. The barracks and the camp 
do [he work of destruction. Though the soldiers 
are picked men, the mortality among them is dou- 
ble that of the entire population. 

Balfour shows the mortality in England in a 
I,CXX) population at the age of 

20-25.^ 25-30. 30-35. 35-40. 

Civilians ... 8.4 9.2 10.2 11.6 

Sokliers . . . 17.0 18.3 18.4 19.3 

The mortality of colonial troops in warm climates 
is a real slaughter, and amounts among the English 
troops in 



TJie Progrtss of Civilization. 225 

The Bermudas .... to 52.1 in 1,000. 

St. Helena "33 

Jamaica "128 

The Small Antilles . . " 82.5 

Ceylon "75 



In the Russian army the regular mortaHty is 38 
in 1,000, almost four-fold what it is among the 
common people at the same ages. 

In Algeria, during the war, the French lost 100,- 
000 men, of whom 3,400 died from wounds, while 
more than nineteen out of every twenty were the 
victims of camp diseases. 

During the first seven months of the Crimean 
war 38.5 per cent, of the English troops died from 
camp diseases. 

In the great Russian campaign Bonaparte lost 
two-thirds of his magnificent army, before he 
reached Moscow, in camp diseases. The great 
Russian army of 209,800 men that opposed him 
counted, after five months, 40,290 men. 

In our own great war we had from June i, 1861, 
to June I, 1863, 53.2 deaths per annum for every 
1,000 men in the field, of whom 8.6 died from 
wounds and 44.6 from camp diseases. 

We know the slaughter in the battle field was 
great, and yet the slaughter in the camp was more 
than five times as large as that by ball and powder. 
The slaughter from suicide is not less remarkable 



226 The Progress of Oivilization. 

in the army, and compares with the number of 
suicides among civilians in 

Saxony as 177 to 100. 

France " 253 " 

Prussia " 293 " 

Sweden " 423 " 

Austria " 643 " 

And Christian governments foster military organi- 
zations and parade with them on occasions of great 
religious solemnity. Russia is carrying on a war 
of aggression against Turkey with a prospect of 
another war fifty years hence for the enslavement 
of the whole of Europe. Has the press a word 
against it ? Is our plea, then, for the sacredness 
of human life out of season ? According to an 
article in the Lancet of April 10, 1841, the mortal- 
ity in the English work-houses was 207 in 1,000! 

But we need not go so far back. It amounted 
in 47 work-houses in 

London, 1851-55 .... 227.2 in 1,000. 

Berlin, 1852 142.8 

Massachusetts, 1861-67 . 133.7 " 

The wantonness of these mortalities among the 
state poor appears in its true light when we con- 
sider that even in hospitals, which only take in the 
sick, the mortality averages in the smaller 150 in 
1,000 and in the larger 100 in 1,000, and that on 
an average there is but one death for fifteen cases 



The Progress of Civilization. 227 

of sickness, so that a sick man entering a hospital 
has a better chance of life than a poor man enter- 
ing the almshouse. Among prisoners averaging 30- 
40 years, 30-50 in a thousand die per annum, while 
in the outside world the mortality among men of 
the same ages is but 10-20 in 1,000. 

If the mortality in our public institutions, right 
under the eye and control of the government, sur- 
passes the general mortality — which already in- 
cludes all sorts of vicious and criminal classes — 
must we not conclude that sacredness of human 
life has not as yet the supreme influence it ought 
to have even with the guardians of public order 
and safety ? 

Or is this fearful mortality in our public institu- 
tions due to the deep-seated deterioration in the 
classes gathered in them ? We do not deny it 
partly is, and this establishes our position of the 
prevalence of deteriorating tendencies in society, 
which, again, have very much for their basis a gen- 
eral disregard for human life, which allows causes 
unfavorable to human life to accumulate and gather 
strength until they settle in a permanent deterio- 
rated type of humanity. 

No, the sacredness of human life does not as yet 
find the recognition it calls for. We occasionally 
suspend hostilities to give a chance to the natural 
increase of population and to the industrial savings 



228 The Progress of Civilization. 

of a few years of peace to fill the gap made in the 
ranks and in the pocket by Krupp's eighty-ton 
guns, the improved implements of destruction of 
an advanced Christian civilization. 

War organized and carried on openly by govern- 
ments established mainly for the protection of the 
lives of the citizens, is the most flagrant outrage 
of Godj^ man and nature ; and, as long as it is tol- 
erated, justice among men will be but a mockery. 
For, if governments indulge in direct murder for 
the sake of self-aggrandizement, why should not 
individuals commit indirect murder for the same 
purpose ? And they do, as the slaughter of fac- 
tories, railroads and tenement houses proves. 

Dr. Parne finds scrofula prevalent in the indus- 
trial district of the department of Aude. Bossard 
ascribes the physical debility of the inhabitants of 
the Ardennes to their industries. In Haute Rhin, 
MuUer tells us that the agriculturists are fine men, 
while the operatives are pale and sickly. Poter 
finds in the department of the Rhone the people, 
exclusively devoted to manufacturing, physically 
degenerated and furnishing the greatest number of 
exempts from the service. 

Dr. Engel showed for Saxony in 1852, 1853 and 
1854 unfit for the service, 

In cities 56 in 100. 

In the country ^51 ** 



The Progress of Civilization. 22g 

Repeated recruiting gave the following results 
as to unfitness for the service : 

Farmers 46 in loo recruits. 

Cabinet-makers ... 51 " '* 

Operatives 57 " " 

Artists 63 " " 

Merchants 70 " " 

Scholars 80 " " 

Domestics 83 " " 

A higher civilization must protect us against the 
insiduous attacks upon life growing out of the con- 
ditions of a lower state of civilization as well as 
against the open violence of the savage state. It 
must deal with causes, and not wath isolated fla- 
grant acts, which like weeds spring up from the old 
stock. 

The higher civilization is greatly hygienic and 
improves the race in its highest aspects by improv- 
ing its physical basis and its very genesis. 

Our industries create a new sort of barbarism in 
the very midst of our much boasted civilization by 
their stolid indifference to the physical and moral 
condition of the millions engaged in them. 

Several years ago the average age at death in the 
weaveries of Leicester was eighteen years ! For 
everyone agriculturist, who dies from lung diseases, 
2.63 die from the same diseases in the manufac- 
turing town of Manchester. Of women engaged 
in lace making 617 die from the same terrible mal- 



230 The Progress of Civilization. 

ady to every 301 men otherwise occupied in the 
same district. At the age of thirty-five to forty- 
five the mortaHty of the London tailors is 57 per 
cent, and the mortaHty of the London printers 
117 per cent, higher than that of the agriculturists. 
At the age of forty-five to fifty-five London tai- 
lors have twice and London printers more than 
twice the mortality of the agriculturists. 

The enumeration of the various pests making 
havoc among the workmen in many industries, and 
against which a higher civilization must protect 
the masses, would fill not one, but many volumes. 

Of 1,078 children who worked in English spin- 
neries 22 reached the fortieth year and but 9 the 
fiftieth. Of 824 young hands in six spinneries 183 
enjoyed good health, 240 were in delicate health, 
256 were sick, 43 were puny, 100 had tumefactions 
of joints, 37 had curvatures of the spine. Trades 
with excessive labor cause inflammations, curva- 
tures, ruptures and hemorrhages. 

According to Dr. Friedlander one-fourth of the 
workingmen of England and one-eighth of Ger- 
many are ruptured. France, England and Ger- 
many keep an exact inventory of the work-peo- 
ple reared with the treasure of the nation. The 
time is coming when we shall have to raise our 
laborers, and then we shall at least take as good 
care of them as we do of other chattel ; but until 



The Progress of Civilization. 231 

then the friend of humanity can study only abroad 
the effects of modern industry upon the lives and 
health and morals of the work-people. 

Considering the army of martyrs among the 
hands engaged in the manufacture of fine cloth- 
ing, Ruskin says of the wearers of these articles : 
" They have literally entered into a partnership of 
death and dressed themselves in his spoils. Yes, if 
the veil could be lifted not only from your thoughts, 
but from your human sight, you would see — the 
angels do see — on those gay white dresses of yours, 
strange, dark spots of crimson patterns, that you 
know not of — spots of the inextinguishable red 
that all the sea cannot wash away ; yea, and that 
among the pleasant flowers that crown your fair 
heads and glow on your wreathed hair, you would 
see that one weed was always twisted which 
none thought of — the grass that grows on the 
graved 

In our chase for gold we have become reckless 
as to human life, and so various are the ways in 
which men in our day are got out of the world 
that fully half the people die by a brother's hand. 
This murderous spirit so perfectly possesses this 
age, that men snap the cord of life before their 
sands are run. The increase of suicide has been 
fearful in the last hundred years. There were 
committed in 



232 



The Progress of Civilization. 



Paris, 1 794- 1 804, . . 


107 annual sulci 


1 804-1 823, . . 


334 " 


•" 1830-1835, . . 


382 " 


Berlin, 17 58-1775. • • 


45 " 


1 784-1 797, . . 


62 " 


" 1 797-1 808, . . 


126 " •* 


1813-1822, . . 


546 " 



The average annual suicides in France were 

1826-1830 1,739 

1831-1835 2,263 

1836-1840 2,574 

1841-1845 2,951 

1 846-1 850 3,466 

1S51-1855 3,639 

While during 1 826-1 856 the population has risen 
from 31,858,937 to 36,039,364, or in the ratio of 100 
to 113, suicides have risen in the ratio of loO to 
209, so that while the population has but little 
increased, suicides have more than doubled. 

In Denmark the annual number of suicides were 

1835-1839 261 

1 840-1 844 300 

1845-1849 330 

1850-1854 389 

1855-1856 414 

The proportion of suicides has thus risen from 
219 to 392 in every million of population. 

In Prussia suicides have increased in 1823-1858 
from 510 to 2,180. 



TJie Progress of Civilization. 233 

In general, suicides have increased, taking most 
European countries, 3 to 5 per cent., while the aver- 
age increase of population has been 1.64 per cent. 

The proportion of suicides in 



Denmark . 




is 


388 in 


1,000,000 pop 


Saxony . . 




<< 


215 


<< (< 


Scandinavia 




<< 


126 


<< <( 


Germany 




<< 


112 


(( t( 


France . . 




<( 


105 


<( <( 


Spain and 


other 








Romanic nations 


<< 


80 


« (< 


Slavonic races . . 


<( 


47 


<< << 



The annual ratio of suicides to every million 
population is for 

Berlin 212 

Rural Districts 123 

Geneva 250 

Copenhagen 477 

Rural Districts 488 

Paris 640 

Rural Districts no 

According to Legoyt the proportion of suicides 
in a million population is in France among 

Farmers 90 

Industrials 128 

Liberal Professions 218 

The Poor 569 

These figures speak volumes. For only a dete- 
riorated humanity can act contrary to the natural 
instincts of self-preservation, and the increasing 



234 The Progress of Civilization. 

ratios of a suicidal mania prove, therefore, a pro- 
gressive deterioration of the race. And as Hke 
insanity suicide is most prevalent among civilized 
nations, in the large centres of the world, and 
among classes of men who are mostly drawn into 
the vortex of civilization, the falsity of this very 
civilization is the unavoidable conclusion. 

The social relations of a people are the main 
factors of the prevalent suicidal mania, the amount 
of which is the guage of its prosperity, health and 
soundness. In our extravagance, luxury makes of 
the one a blase, and misery crushes the other, until 
both lose their mental balance, and neither the one 
nor the other cares for living. This demoralized 
condition loudly calls for a more solid Education 
and training in our youth, and for an industrial 
system and laws in consonance with the physical 
and moral elements of our nature, which only a 
government based upon hygiene can give us. 

Pauperism, crime and human degeneracy in its 
various forms, treated in other parts of this work, 
lead by various routes to self-destruction, the final 
judgment of nature, events and of the individual 
upon himself. 

Murder, insanity and oppression beyond endur- 
ance culminate in suicide, the most tragic catas- 
trophe in life in which man wrecked in his mind 
and all else makes the fearful plunge. Yes, suicide 



The Progress of Civilization. 235 

is but one of the many forms of social murder, 
which must be stayed, that something may be 
sacred beside gold — and that is human life. 

Do we give an uncertain sound ? We trace on 
every page of the history of our age the spirit of 
social murder and insist upon an honest regard for 
human life. We insist upon an unflinchingly sani- 
tary government, that will protect the life of the 
poor and his children as much as the property of 
the rich. 

The ages of war have not slain more men than 
this age of industry has. The ages of war have 
spared at least women and children. This age of 
industry has fastened its fangs deepest even in the 
flesh of women and children. 

The stolid indifference with which industry sees 
the life of the poor waste away, nurses among the 
masses an apathy that must become dangerous to 
society. 

In the name of God, humanity and the future 
peace of the world, let industry lesson the people 
in other sentiments than contempt of life and a 
disregard of humanity. 

The adjustments of an infinite Providence may 

turn to profit the slaughter of wars and revolutions, 

and death may feed life in decaying organisms, but 

it is madness still to destroy life that out of its 

* ashes it may rise again. 



236 The Progress of Civilization. 

Already Pinel noticed the immense points of 
contact between the diseases of men and the world's 
history. Let statesmen study less politics and 
more pathology. They will thereby prevent dis- 
eases physicians vainly endeavor to cure. By ac- 
quainting themselves with the special tendencies 
of certain classes and ages to suffer from leading 
diseases, statesmen learn how they may preserve 
the health and strength of the nation. That there 
are general social relations under which death and 
disease single out whole classes and ages for their 
special victims we have established by facts, rea- 
sonings and authorities. 

The diseases of a people and the degree of their 
sufferings are the truest index to the culture, the 
moral and social condition as well as the prosperity 
of a nation. " History," says Virchhow, " has more 
than once shown that the destiny of a nation de- 
pends upon its condition of health and energy, and 
it is plain the pathological history of a people is 
inseparable from its civilization. Fearful rates of 
mortality are writings on the wall in which the 
statesman of capacity can read the disturbing ele- 
ment which has invaded the life of the nation, and 
which even a careless government cannot afford to 
overlook." 

There was a time when the wrath of the gods 
was looked upon as the source of disease ; later th^ 



The Progress of Civilization. 237 

stars had to bear the blame ; to-day it is the occult 
forces of nature and what not, instead of tracing 
the main cause of disease in the food we eat, in 
the water we drink, in the air we breathe, in our 
occupations and their deleterious influences and 
cares, anxieties, over-exertions and ensuing debility. 

Civilization is the conquest of nature and of our- 
selves through obedience to the laws of being. 
And, certainly, a people cannot be said to be civil- 
ized which is greatly wrecked and diseased, body 
and soul, by slavery, want and misery. 

We understand the significance of prevailing 
rates of mortality. We know they greatly vary in 
the different industries and may be swelled or low- 
ered by measures taken or neglected ; and still the 
government, which alone has the power of enforc- 
ing such measures, takes no notice of this matter, 
involving as it is the lives of tens of thousands. 
England has long ago shown its wisdom and hu- 
manity by its factory legislation, which is being 
imitated by every other government, as local legis- 
lation is too much under private influence, and the 
self-help of the work-people is liable to run into 
excess. 

Moses, Lycurgus and Numa have knitted togeth- 
er slaves and brigands into nations loving liberty, 
order and virtue, through institutions embodying 
immortal principles ; and to-day great nations are 



238 The Progress of Civilization, 

threatened with dissolution through the all-disin- 
tegrating selfishness of a self-seeking age. There 
is a mutinous war of the masses the world over, 
in Germany, France, England, Belgium, Holland, 
Italy, Spain, Scandinavia, Russia and in America. 
This is no more a prophecy. It is history for all 
who can read. 

Never were the conditions more favorable for 
the building up of a great and beautiful humanity 
than to-day. Prejudices of race are dead, and we 
are all brothers ; slaves no more work for us, but 
we delight in industry and live by it ; the ignorance 
of former days has passed away, and science illu- 
mines and directs us all. 

Humanity^ ijidustry and science incorporated into 
public institutions, established for the preservation 
and the improvement of the race, and based upon 
an unflinching regard for human life and whatever 
touches man and his rights, duties and entire nature, 
Tfiay still give rise to a grand and beautiful human- 
ity, such as the past has neither known nor conceived 
of, and this consummation will be achieved when hy- 
giene, the law of life and health, will control the 
individual as well as the 7iation as the supreme law 
of a grand and a complete humanity. 

It is not bread for the stomach, but regard for 
humanity, the life, the mind and the position of 
the masses the age demands. 



The Progress of Civilization. 239 

But the right of the masses to this regard impHes 
their duty to exercise it themselves toward others, 
which unless they do, can never become a universal 
sentiment, as is desirable for the good of mankind. 

Self-sufficient capital may delight in the strife of 
competition, which by itself would reduce the so- 
cial world into conflicting atoms ; and labor may 
consider paramount association, by which it sus- 
tains itself in its weakness. We acknowledge both 
these principles as necessary and natural comple- 
ments to each other ; still neither competition nor 
association are the highest elements of civilization ; 
they are both but means to an end, and this end is 
humanity itself, and the highest principle is, there- 
fore, regard for human life or the preservation of 
the race. 

The oddity of our position does not escape us. 
Setting aside the high considerations of philo- 
sophy and literature, we treat the life, health 
and well-being of the masses as the question of 
civilization. And this our subject not suffering us 
to turn from it for the sake of making apologies, 
we will only say what needs no further proof, that 
the health and well-being of a people are its wis- 
dom and its virtue, and its honor and its greatness 
among the nations, as its weakness and its poverty 
are its folly, and its crimes and its downfall and its 
shame among the nations. 



240 The Progress of Civilization. 

It is clear to every historical student who casts 
his eye observingly over the world, that a most 
fearful revolution is imminent, one not to be put 
down with the baton of the police nor with the 
bayonet or cannon of the regular army. We would, 
therefore, inspire a sacred regard for human life, 
such as would lead to peaceful reformation and 
improvement. But if the»fates, or, better, the folly 
and inhumanity of man, have decided upon revolu- 
tion and violence, may the lesson of the sacredness 
of human life, repeated on every page and almost 
in every line of this volume, help assuage the 
wrath of man, and stay in some degree the fratri- 
cidal hand of man raised against his brother man. 

There is no other foundation for peace, pros- 
perity, freedom, concord and equity among men 
than the sacredness of human life ; it is our only 
security against oppression, injustice and grinding 
rapacity. The sacredness of human life means 
educational opportunities for all ; it means the 
integrity of the family, the bulwark of civilization 
against its dissolution and moral chaos ; it means 
sobriety, temperance and moderation against all 
that leads to drunkenness, madness and huma;n 
decay ; the sacredness of human life pleads for the 
fallen criminal, who is after all a man, and against 
his further brutalization and the gallows; the sa- 
credness of human life pleads for the good of all, 



The Progress of Civilization. 241 

be they rich or poor, strong or weak, wise or fool- 
ish, aye, be they good or bad, as all are men and 
all are more or less erring and all in want of more 
light and more love. 

The sacredness of human life alone is the har- 
binger of the reign of justice, love and peace and 
of God's kingdom among men. But there is a 
new school of reformers who, discarding every no- 
ble sentiment that dwells in the human breast, 
feign to make us believe that might is right and 
brute force is the highest divinity. These self- 
styled Darwinians say the struggle for existence is 
nature's method for weeding out the weak and im- 
proving the race. The old practice of destroying 
feeble children is approved of; hospitals are dis- 
carded ; wars are deemed useful as mowing down 
the less vigorous ; no quarters are given to the 
weak, and the gospel of war and selfishness is 
preached in the name of Darwin and his principle 
of the " survival of the fittest." 

Humanity revolts against this slaughter - pen 
civilization, which is not less false in principle as 
it is cruel in practice. Though the law of heredity 
is true, still the law of the dissimilarity of children 
and parents is not less true than the law of simi- 
larity, and the law of deterioration is often cor- 
rected by the natural tendency of reverting to the 
normal type, which is effected by children taking 



II 



242 The Progress of Civilization. 

after the healthier organized of the two parents or 
even after a remote ancestor ; and, hence, a father 
mean in body and soul has often children of finest 
quality. We must not push inferences to an un- 
reasonable extent and preach in the name of Dar- 
win indirect murder, already too prevalent. 

We are not to join the blind elements against a 
brother, but rather avert from him their fury. We 
must instruct the ignorant, strengthen the weak, 
lead the fallen back to virtue's ways, and thus use 
all gentler means for the improvement of the race ; 
and if death and destruction are to come, the earth 
has her volcanoes and the skies are armed with 
thunderbolts. But let not man volunteer to be a 
minister of death to his brother man, directly or 
indirectly, either by what he does or by what he 
omits to do. 

Only when the sanctity of human life will deter- 
mine our Education and industry, will our progress 
in civilization be genuine. The history of the world 
is as yet but the history of humanity suffering death 
under a thousand forms at the fratricidal hand of 
man. 

The Spartans hunted down their slaves, occa- 
sionally, as if they were the meanest animals, to 
keep down their numbers. 

The Greeks butchered in war in cold blood, spar- 
ing neither age, sex nor statioiu 



The Progress of Civilization. 243 

The Romans, as we have seen, were no less cruel 
at home than in war. Cicero, having been beheaded 
by the order of Antonius, and his head having 
been brought, Fulvia, the wife of Antonius, struck 
it on the face, drew out the tongue and pierced it 
with a bodkin. 

The delight of the Romans in the combat of 
wild beasts with slaves shows their bloodthirsti- 
ness. Turkey never showed such barbarity. 

Clotaire, King of the Franks, 559, burned alive 
his son with all his friends, because they rebelled 
against him. Queen Brunehaut, being condemned 
by Clotaire II., was dragged through the camp at a 
horse's tail till she gave up her ghost. The Goths 
were extremely prone to blood. The Scythians 
made use of the skulls of their enemies to drink 
out of. The Gauls deposited the heads of their 
slain, brought from battle, in chests as trophies. 
The scalping of enemies by Indians is too well- 
known. 

The French peasants, in the civil wars in 1358 — 
sorely oppressed by the nobles warring against each 
other — hung a knight, after they had violated in his 
presence wife and daughters, whom they forced to 
eat of the flesh of the husband and father they had 
roasted upon the spit, and terminated that horrid 
scene by murdering the whole family and burning 
the castle. The nobility treated the peasants no 



244 ^^^^ Progress of Civilization. 

better. The Dutch, in Amboyna, deprived the na- 
tives, if they were found guilty of theft, of their 
ears and nose, and William Funnel, who was there 
in 1705, reports to have seen 500 of such ear-and- 
noseless wretches in one gang. 

Poisoning and assassination were most com- 
monly perpetrated as late as the seventeenth cen- 
tury in England. For a score of trifling offenses 
people were hung in England as late as this very 
century. For treason or lisping a word against the 
King of England the prescribed punishment was 
to cut up the criminal alive, to tear out his heart, 
to dash it about his ears, and to throw it into the 
flames. 

The torturing and burning of the Jews, the knight 
templars, heretics and witches are well-known. 

The treatment of the Mexicans by the Spaniards 
shocks us ; so does the infecting of the Peruvians 
by the Portuguese with the clothes of smallpox 
and scarlet fever patients, or the shooting of 
the Tasmanilians by the English to feed their 
dogs on the flesh of these unfortunates, or the 

poisoning of wells with strychnine by the — 

to get rid of the redskins. Of course, we would 
not do these things, and yet we are but a refined 
set of anthropophagi and let but exceedingly few 
of our fellows die a natural death, and the victims 
of indirect or direct murder are more than a thou- 



The Progress of Civilization. 245 

sandfold the number of those who are cut down 
bluntly by the armed hand of the undisguised 
homicide. 

The story of Madame Lapouchin has but too 
often repeated itself. She was the most admired 
at the court of the Empress Elizabeth at St. 
Petersburg. Suspected of plotting against the 
government, she was condemned to undergo the 
punishment of the knout. As she appeared at the 
place of execution, every feature in her face plead 
for her innocence. Her youth, her beauty, her life 
and spirit pleaded in vain for her ; she was deserted 
by all and abandoned to the grim executioners. 
Her cloak being torn off, modesty made her start 
back, she turned pale, and burst into tears. One 
of the executioners stripped her naked to the waist, 
seized her with both hands, and threw her upon his 
back, raising her some inches from the ground. 
The other executioner, laying hold of her delicate 
limbs with his rough fists, put her in a posture for 
receiving the punishment. Then laying hold of 
the knout — a sort of whip made of a leathern strap 
— he, with a single stroke., tore off a slip of skin 
from the neck downward, repeating his strokes till 
all the skin of her back was cut off in small slips. 
The executioner finished his task with cutting out 
her tongue ; after which she was dispatched to Si- 
beria, the land of Russian mercy. 



246 The Progress of Civilization. 

Our theme is humanity, and were this the history 
of an individual only, we should not have told it 
here ; but it has repeated itself so many times that 
it has become the history of humanity, and we 
have no apology to make for its recital. 

Not only pagan Rome was profuse in shedding 
human blood in constant party strife, as the names 
of Marius and Scylla, Cinna and Octavius will call 
to everybody's memory. Not only religious fanat- 
ics have caused human blood to flow in torrents, 
but even in the name of liberty and human rights 
men have been butchered. 

According to good authority, 18,613 persons have 
been guillotined in the madness of the first French 
revolution. In the Vendee have been killed ; 

Women 15,000, 

Children 22,000, 

Killed of all categories .... 900,000, 
Carnage under the proconsulate 

Carrier at Nantes 32,000, 

Carnage at Lyons 31,000. 

Neither does the great French revolution form 
an exception to the rule. 

Has the French government not fusillated forty 
thousand citizens in the name of order as it was 
but yesterday? 

And what is every war organized by we care not 
what government, but public murder sanctioning 



The Progress of Civilization. 247 

the killing of our fellow-men in one or another 
way under one or another pretext, whenever it 
suits our own private advantage or public cupidity, 
national glory or what not. 

The murdering of wives, husbands, children, 
slaves and old men, the avenging of imaginary 
offenses in the duel, political assassinations, have 
all been sanctioned in their turn, and the want of 
the unconditional recognition of the sacredness of 
human life has marked every century with another 
form of bloody mania. At one time husbands trem- 
bled for their lives as women could not resist the 
temptation of poisoning their natural protectors. 
At another time tyrants were smitten with fury, 
and every free thought was expiated on the gal-- 
lows. Priests have more raged than all other mad- 
men put together, knights challenged and fought 
everybody for their love's honor sake, red repub- 
licans did their part, and when there was none 
against whom to turn a bloody hand, men ran 
in companies to drown themselves, and laws pre- 
scribing the dishonorable treatment of the dead 
bodies had to be passed to stop the suicidal 
mania. 

Give but one page to the sad story of every 
unfortunate individual, who fell a victim to fratri- 
cidal rage of one or another sort in the last five 
thousand years, and they would fill volumes out- 



248 The Progress of Civilization. 

numbering the books of all the private and public 
libraries of the United States. 

The lesson for which more than ten thousand 
times ten thousand have paid with their dear lives 
can be nothing else and nothing less than THE 
SANCTITY OF HUMAN LIFE. 

Men, nations and periods have excelled in relig- 
ion, poetry and philosophy, and have at the same 
time been inhuman in their dealings. Herein, even, 
has the past failed. It has treated humanity as a 
circumstance, but not as the corner-stone of civili- 
zation. 

None of the civilizations of the past has declared 
man sacred and inviolate by any and every power, 
under each and every pretence, be it of a private 
or public nature, in the name of justice, religion, 
God, country or anything else. 

It is time man and his well-being are declared 
the paramount object of the state and civilization. 
Wealth, science, philosophy, religion, were all made 
for man, and not man for them. 

Some put knowledge above man. But most of 
the knowledge of our age is only the present error 
that replaces the error of the past age, to be in its 
turn replaced by that which is to come. In Edu- 
cation as well as in religion, the good of mankind 
has hitherto been sacrificed to barren opinions. 
We plead for man, his life, his bread, his freedom, 



The Progress of Civilization. 249 

his happiness. His civiHzation will take care of 
itself. 

In spite of the prophets, poets and philosophers 
of the past, ignorance, misery and injustice have 
cursed and oppressed the race. There is but one 
principle, that proclaimed in all its absoluteness, 
can save and bless the race, REGARD FOR HUMAN 
LIFE, FOR ALL THAT PRESERVES, PROLONGS AND 
SAVES HUMAN LIFE, AND AN ABSOLUTE CONDEM- 
NATION OF ALL THAT WORKS DESTRUCTIVELY 
UPON HUMAN LIFE, WEAKENS, SHORTENS OR 
RENDERS IT BURDENSOME. 

No man, or government, or institution has a 
right to sap directly or indirectly human life, the 
very foundation of all rights and duties, and what- 
ever is sacred in human rights and institutions. 

As the sanctity of human life is the foundation 
of civilization, so it is also the cardinal priniciple 
of Education, which must aim at the preservation 
and improvement of the race through the preserva- 
tion and improvement of the individual. 

We maintain civilization means someMiing differ- 
ent than a little gloss here and a few sophisms 
there. It means a people at work for its own good 
and doing well ; a well-to-do people ; the founda- 
tion of a free and perfect manhood, that will in its 
own way work out the problem of civilization. 

Industry will do more for mankind than all the 
II* 



250 The Progress of Civilization. 

Iliads. Greece has excelled in philosophy, Rome 
in jurisprudence, and the Middle Ages in religion, 
and each has oppressed the masses. Human life, 
despised by them all, must become the corner-stone 
of a new and altogether different civilization, phi- 
losophy, jurisprudence, religion and industry, such 
as will usher in a better and happier age than the 
world has yet*seen. 

A straggling piper, fiddler, rhymer or dreamer 
are but poor evidences of a high civilization. A 
good government patterns after nature ; it builds 
up the body, and the mind will take care of itself; 
it looks after the seemingly trivial things of to-day, 
which bear in them the germs of the great things 
of to-morrow ; it sees the future culture of the 
masses in their health and strength and bread and 
butter of to-day, and goes for it with a will. This 
is civilization. 



PART FIFTH. 



THE PROGRESS OF GENERAL EDUCATION. 

The progress of Education in the United States, 
as everywhere else, establishes our proposition that 
it is the tendency of the age to improve the condi- 
tion of mankind and to solve the great social prob- 
lem by making the world a schoolhouse, in which 
humanity is not taught letters, but is taught and 
trained in the art of living and acting. 

At the close of the last century we had but 
twenty-three colleges and thirty-seven academies 
and no common school system in th^ United States. 
In 1813, the State of New York appointed the first 
superintendent of common schools. Normal col- 
leges, school journals, high schools, and, at last, 
the erection of agricultural and industrial schools, 
are all of a late date, and the National Bureau of 
Education is still more so. To-day the common 
school property of the United States amounts to 
$I73>838,545, the yearly expenditure of the com- 
mon schools reaches the sum of $88,618,950, and 
the teachers number 249,262 ! The entire prop- 
erty of all sorts of schools, exclusive of orphan 

(25O 



252 The Progress of General Education, 

asylums, houses of correction, etc., amounts to 
$340,601,718. 

The following table of the Commissioner shows 
how deeply and rapidly the conviction is spreading 
that through the school we are to solve the great 
social problem, and, hence, the erection of normal 
colleges, which shall provide us with professional 
teachers devoted for life to the art of educating 

men : 

1870. 1871. 1872, 1873. 1874. 1875. 

Normal Colleges in the U. S. . . 53 65 98 113 124 137 

As the world relies upon the school, the school 
must study the problem it is to solve. The teacher 
must understand the cause of every deviation from 
the normal type of humanity In the pauper, the 
criminal and the insane ; he must strive to lessen 
human misery and weakness as far as physical, 
mental, moral and industrial training enable him, 
and that will quite suffice to regenerate the world. 

It is but a couple of centuries when the doors of 
the better institutions in England were slammed in 
the face of the common people, who had the im- 
pertinence to aspire after a gentleman's Education. 
It is hardly a hundred years when in Scotland, 
foremost in Education, the usual deficiency of thq 
schoolmaster's budget had to be made up by cock- 
fighting displayed in the school-room — the victims 
of the feathery tribe being adjudged the teacher's^-^ 



The Progress of General Education. 253 

who was sure to put into the field a most valiant 
fighting cock. 

It is not yet forty years that the schools of the 
people in England had to be provided for by all 
sorts of charitable tricks, of which one pretty com- 
mon was clubs meeting every Saturday at the beer 
houses and taking up collections to pay the school- 
master, who was a member of the club and was 
bound to spend part of his dues in beer. The 
teacher was very frequently drav/ing pauper rates, 
and by teaching for the consideration of four or 
five shillings a week kept out of the working house. 

No wonder teachers did not feel sweet-tempered, 
who, as Friedrich Richter informs us, had in Prussia 
an average salary of two hundred dollars per annum, 
while many had but from five to ten dollars, and 
some got one cent per week for each scholar, upon 
which they could but poorly subsist, but recuper- 
ated during the half of the year when they drove 
out to pasture their bovine friends, whom they 
treated to less blows than the scholars who kept 
them lean. John Jacob Hauberle, more punctual 
than the rest, kept a School Flogging Journal, in 
v/hich he informs us of having administered during 
his schoolmastership of fifty-one years and seven 
months, 91 1,527 strokes of the cane and 124,000 of 
the rod ; also 20,989 blows with the ruler ; not only 
10,235 boxes on the ear, but also 7,905 tugs at the 



254 The Progress of General Educatio7i. 

same member; and a sum total of 1,115,800 blows 
with the knuckles on the head. He imposed be- 
sides 22,763 fines in the shape of chapters in the 
Bible and catechism and parts of grammar to be 
learned by heart. He threatened 1,707 children 
who did not receive it, made JJ"] kneel upon round 
hard peas and 631 upon a sharp-edged piece of 
wood, to which are to be added a corps of 5,001 
riders on the wooden horse. Such was the treat- 
ment of scholars by John Jacob Hauberle, who 
thought the floggings the children received of suf- 
ficient importance to keep account. What must 
have been the treatment of helpless children at the 
hand of less scrupulous teachers ? 

To Lord Brougham belongs the glory to have 
aroused the Parliament of England by his position, 
his learning, his eloquence, his humanity and states- 
manship to the danger that threatened the country 
from the gross ignorance of its population ; and 
mainly through his exertions a Committee of the 
House of Commons to inquire into the educational 
condition of London, Westminster and Southwark, 
was appointed in 18 16. In 18 18 Mr. Brougham's 
Committee on the Education of the People gener- 
ally, was appointed. In 1820 his first bill was 
brought before Parliament. In 1834 the first Par- 
liamentary vote for Education was passed, and a 
select Committee of the House of Commons ap- 



The Progress of General Ediicatioit. 255 

pointed to inquire into the means for establishing 
a national system of Education. In 1836 the first 
Parliamentary vote was passed for the erection of 
schools of design, and from this time one Parlia- 
mentary act after another laid vividly hold upon 
general, industrial, scientific and art Education, until 
the most comprehensive of all, the Elementary Act 
of Education, passed in 1870. 

As late as 1850 half of the people of England 
and Wales were illiterate, and half the children 
were without school attendance. The teachers 
were poor, miserable men, not to be trusted with 
the commonest work. The schools were kept in 
unwholesome cellars and garrets, without maps, 
blackboards, books, apparatus or playgrounds, and, 
of course, without rooms for classification. Many 
parishes were without any schools at all. Among 
the teachers we find blacksmiths, tailors, colliers, 
cooks, hatters, hucksters, some of them continuing 
their trade. 

The noise in these school rooms was usually such 
that a person could not hear what was said. These 
wretched, miserable schools, with a few worm-eaten 
benches and tables for their furniture, were often 
hovels in ruins or over stables, with small windows, 
poorly lighted, v/ith damp earth for their floor ; 
and among 692 of these schools, 364 had not as 
much accommodation as anything in the shape 



256 The Progress of General Education. 

of a privy. Parliamentary grants for Education 
were for the primary department in 

1833 $100,000 

1840 150,000 

1850 900,000 

1862 3.873715 

1870 4,573>6o5 

1872 7,757,800 

In France, of 38,000 communities, 14,030 were in 
1833 without schools ; in 1870 only 800 very small 
communities were without schools. In 1832 one- 
sixth of the French people were educated. In 
1856 almost one-half of the people were educated. 
Upon 10,000 in the army of France could read in 

1828 . . 3,518 men from 21-40 years old. 

1846 . . 5,331 

i860 . . 7,000 " " " 

The primary department in France counted in 

1830 1,000,000 scholars. 

1848 3.53o»i35 

1850 3,784,710 

1868 4,442,421 " 

The appropriations for primary instruction in 

Paris were in 

« 

1852 1,300,000 francs. 

1859 1,700,000 " 

1866 5,207,000 " 



The Progress of General Education. 257 

In 1862, France had 1,833 school Hbraries, in 1866 
it had 10,243 ! 

Belgium had in 1830, 293,000 children in the pri- 
mary department ; in 1848 it had 462,000 in the 
same department. 

The progress of Education in the past and pres- 
ent is very much the same everywhere, and not 
only proves that the world came to the conclusion 
that its improvement must come from the school ; 
it also shows that if the misery of the masses has 
been very great hitherto, so has been the neglect 
of their Education. It further proves that scholars 
and philosophers, while they indulge in the delights 
of the intellect and the imagination, are, as a rule, 
to their own reproach, unconcerned about the bru- 
tality, ignorance and misery of the masses. But 
the weightiest lesson of all is that private means 
and efforts are insufficient to provide for the Edu- 
cation of the masses. England, with its state 
church, and mutually jealous sects and its public- 
spirited men of wealth, proved by the miserable 
failure they made of the Education of the people, 
that the power and wisdom of the state alone are 
to be trusted with this great work and responsi- 
bility. 

The more the masses equal in moral and intel- 
lectual grasp the rest of society, the more it must 
be admitted that they are the most important fac- 



258 The Progress of General Education. 

tor in the production of wealth, and are, therefore, 
entitled to the best wealth can give — a good and 
substantial Education ; and this is also all they can 
claim from the state without detriment to them- 
selves and without confusion of ideas and princi- 
ples ; and whoever endeavors to deprive them of 
that, under whatsoever pretext — public economy, 
or what not — his name ought to be loathed as that 
of Arnold, the traitor. 

Reforms should commence so imperceptibly as to 
be sure to escape the opposition of opinions and 
things, and the capital invested in them should only 
grow with our experience in managing them. We 
should then be sure of meeting with success and 
of finding imitators. ^' Do not pitch your improve- 
ments too high," is the instruction of the Prussian 
Minister to his Commissioner of Education. 

Connecticut feels the necessity of combining in- 
dustrial training with school Education, as the peo- 
ple in, many localities visibly suffer from want of 
occupation, and she refuses $100,000 of a testator, 
bequeathed for the purpose of inaugurating that 
improvement, as the committee appointed for the 
investigation of that matter reports an industrial 
school requires a capital of $500,000. 

We should open our industrial school with two 
dozens of needles, a half a dozen spools of cotton 
and sixty yards of muslin ; and if, in an evil hour, 



The Progress of General Education. 259 

we should allow our ambition tp run away with us, 
we might open in two branches at a time, and put 
into the students' hands two dozens of knives, and 
commence wood carving with a stock of 200 square 
feet of walnut lumber. Anyhow, we should begin 
with a capital of not over $50, and be sure of sue- 
cess ; but the Connecticut industrial school cannot 
start on less than $500,000 ! 

Our philosophy as how to open industrial schools 
applies to infant schools, obligatory evening schools 
and every new movement. 

Train the children to profitable employment, and 
every parent will hurry his children to school and 
keep them there, until the morals of the school 
accompanying the work of the muscles will become 
assimilated, fixed, organic and hereditary. 

The cultivation and improvement of the few 
favorably situated for a time is lost with their op- 
portunities in the unimproved masses in which they 
soon sink back ; only the culture and improvement 
of the whole people can become hereditary ; and, 
hence. Race Education, or Hereditary Culture, im- 
plies universal culture. 

Luther, the reformer of the schoolhouse as well 
as of the Church, and Pestalozzi, are beginning to 
tell on Germany. 

After the Austrian defeat at Sadowa, a high 
Prussian official having been asked, " Who was 



26o The Progress of General Education, 

your biggest general?" answered, ''The school- 
master." 

It was the lack of this sort of general that beat 
France. The Polytechnic Institute of France is 
the best in Europe — its primary instruction is the 
poorest. 

The Protestant leaders, as early as 1560, asked 
for an obligatory school law ; they were crushed ; 
and to-day, after three hundred years, the French 
government is still wrangling over such a law. Ger- 
many, having taken possession of Elsace and Lor- 
raine, March i, 187 1, introduced compulsory school 
attendance the i8th of the following month, and 
made an annual school appropriation of 6,562,427 
francs. The French government, under the Res- 
tauration, made an annual appropriation of 50,000 
francs for the primary Education of the whole of 
France. 

That England appropriated for primary instruc- 
tion in 1 841, $150,000, and in 1872, $7,757,8oo, and 
France, in 1828, for the primary instruction of the 
nation 50,000 francs, while Paris appropriated for 
the primary instruction of its own population in 
1873, 11,132,046 francs, is a guarantee of progress 
and gives us faith in the future of humanity. 

Prussia, with 12,256,725 population, had already 
in 1825, 21,623 primary free schools, with 25,000 
teachers and 1,664,218 scholars under attendance, 



Cost of Education and of Crime. 261 

while England, as late as 1 841, had an annual ap- 
propriation of $5o,oao for the primary schools of 
the whole country ; and, as a natural consequence, 
expended during the same period for the suppres- 
sion of crime, $3,224,845. 

COST OF EDUCATION AND OF CRIME. 

An Education that trains, teaches and fits us for 
usefulness from our earliest childhood may be ex- 
pensive. But is a quarter of a million of drunkards, 
as many criminals, paupers and defectives, less so ? 
a half a million of men who consume, waste, depre- 
date and not only produce nothing, but absorb the 
labor of one army watching them, and of another 
that is administering to their vicious propensities 
in a hundred thousand haunts of vice, shame and 
drunkenness ! The wages of these idlers, at the 
low rate of $i per day, would amount to $150,- 
000,000 per annum. But the difference between 
the production of a nation of forty million indus- 
trially and morally trained and one that is without 
such influence, does not count by the hundred, but 
by the thousands of millions ; as the result of every 
producer would be enhanced by increased efficiency 
and economy. 

The habitual criminals, of whom we have about 
40,000 in our state prisons, cost the state each, for 
detection, apprehension, conviction and mainte- 



262 Cost of Education and of Crime. 

nance, $500. The depredations of each, during an 
average criminial career of five years and a half, 
amount to $2,750, which gives a total cost to so- 
ciety of $130,000,000. Drunkenness costs the nation 
four and five times as much, and the same may be 
said of the idle pauper class and the defectives. 
For pauperism and its misery nearly double the 
rate of death and disease in the land. But we may 
multiply tenfold the damage to the nation from 
pauperism, drunkenness, crime and every sort of 
defectiveness, and these miseries assume vaster pro- 
portions still, as they are hereditary and multiply 
with every generation in a geometrical ratio. 

The Juke family thus yielded in seventy -five 
years in 

Adult paupers 280 

Criminals and offenders 140 

Habitual thieves 60 

Common prostitutes 50 

Women specifically diseased .... 40 
Men contaminated by these women . 400 
Aggregate of children who died pre- 
maturely 300 

Cost of crime, pauperism, depredation, 
premature death, specific disease and 
loss of wages, etc $1,308,000 

This is the fruit borne by the cheap Education 
of a family of four sisters in the State of New York 
during seventy-five years. 



Does Every Education Prevent Pauperism ? 263 

Charles L. Brace has proved the wholesome influ- 
ence of industrial schools on crime. But does our 
common Education prevent crime ? 

The criminal class is, naturally enough among 
other things, also, illiterate ; but, certainy, reading 
and writing have in themselves but little restrain- 
ing power over crime. Prof. John W. Draper, who 
is very guarded in his statements, positively asserts 
in his treatise on Physiology, that our common 
Education has rather the reverse tendency. The 
same position has been taken by Herbert Spencer 
and other investigators. 

DOES EVERY EDUCATION PREVENT PAUPERISM? 

It has equally been est^ftblished beyond a doubt, 
that a common school Education is not proof 
against pauperism. Thus, the counties lying be- 
tween London and the south coast of England 
are by far less illiterate than the North Midland 
counties, and have yet a great deal more of pau- 
perism. 

Only an Education that develops from early in- 
fancy all the powers of body and mind, fosters 
good habits, imparts practical information and 
trains men to active and skilled industry, is a 
preventive against pauperism and crime ; and, in 
fact, against every other deviation from the normal 
type of humanity. 



264 Intellectual Pleasures. 

It is time the sham of our illiteracy statistics 
be made clear to the comprehension of everybody. 
The fact that most of paupers and criminals cannot 
read and write is used as a conclusive argument, 
that all Education has to do to diminish pauperism 
and crime is to teach people how to read and write. 
In truth, however, illiteracy is not the cause of 
pauperism and crime ; but, like pauperism and 
crime, it is a symptom of want, misery and a gen- 
eral deterioration and degradation, which are the 
real causes of illiteracy as well as of crime. 

The detection of this fallacy is of vast impor- 
tance, for it teaches us that to impart a knowledge 
of reading and writing does not touch the cause of 
pauperism and crime, ^h effect this, we must re- 
move want, misery and congenital deterioration, 
which can only be brought about by the prevention 
of the development of inherited evil tendencies 
through correct early training in infant schools 
and the cherishing of active habits in the industrial 
school, developing skill and capacity, promoting 
well-being, health and comfort, where degraded 
tendencies, left to themselves, would have produced 
want, misery and degradation. 

INTELLECTUAL PLEASURES. 

An increased outlay and effort for educating the 
masses is our greatest security for the future. It 



Education and the State, 265 

has long ago been observed by prominent econo- 
mists, whenever intellectual pleasures are in the 
ascendant, civilization progresses, and when sen- 
sual pleasures predominate, civilization is on the 
wane. It certainly shows in our favor that we 
spend a hundred and fifty millions per annum for 
the culture of the young, and, besides this, vast 
sums taken out of the fund of material gratification, 
lessen by so much luxury, ruinous by its effeminat- 
ing tendency, and add so much to the virtue, force, 
intelligence and efficiency of the next generation. 

Water, air and earth make the wheat and cotton 
plant, which, in their turn, are made into food and 
clothing. So does under the process of an advanc- 
ing civilization matter enter into the production 
of mind. Our spiritual wants increase daily, and 
their satisfaction is attended with least waste. One 
loaf can feed but one stomach, and one coat can 
cover but one back ; but one idea may feed a thou- 
sand minds. The production of mind is, therefore, 
the most profitable investment, and the progress 
of the race, of manufactures and of values lead all 
to it, and, hence, our increased educational efforts. 

EDUCATION AND THE STATE. 

Lycurgus has already said, the business of the 

legislator resolves itself into the bringing up of 

youth. 

12 



266 Education and our Financial Crisis. 

Plato has said, man cannot propose a higher and 
holier object for his study than Education and all 
that appertains to it. 

Nothing, says Auguste Comte, can give stabil- 
ity to a government but a great principle, to which 
under every change or revolution of opinion all the 
people will hold and around which they will rally ; 
and an Education that will teach them the submis- 
sion of their desires to the will of all. 

Race Education, or the subordination of the indi- 
vidual in each and every act to the race, gives us 
the principle and the Education, which of all others 
trains for this wholesome subordination. 

" It is most natural for the individual," says Aris- 
totle, " to be educated for the nation, of which he 
is but a part, as the limb is of the body and for the 
body." We admit the criticism, that antiquity 
sunk the individual in the state. But do we not 
fall in the opposite vice, and err on the side of 
meanness, as the ancients did on the side of noble- 
ness, by running individuality into consummate 
selfishness? Race Education deepens and unites 
both elements in educating the individual for the 
race. 

EDUCATION AND OUR FINANCIAL CRISIS. 

Too dull and listless to learn in the school of 
thought, nature's laws will make themselves heard 



Education arid our Financial Ci'isis. 267 

at last by speaking to us in pinching want, ruin, 
misery and bitter disappointment attending the 
upheaval of commercial crashes, and, at last, in 
revolutions and national ruin. 

Witness our present crisis, aggravated by our 
false Education. War has demoralized the indus- 
trial habits of the land ; the late discontent of labor 
has materially lessened its results, and production 
was thus doubly cut short ; still mislead by an in- 
flated currency, the people were sure of getting rich, 
and spent more than ever. How could we but get 
poor, losing at both ends by a decreased produc- 
tion, and an increased consumption when labor 
and saving are the only sources of wealth ? From 
the firing of the first gun at Sumter we got poorer 
as a nation, as we produced less, or what we pro- 
duced were not means for further production, but 
destruction. We were piling up fences, farm imple- 
ments and the wealth of cities and states, and made 
of it a great and fearful conflagration. And even 
this is not all ; we destroyed a million of producers, 
made the living worthless through habits contracted 
in the camp or the extravagance and the gambling 
spirit at home. What a strange way of getting 
rich ! From Adam Smith down to Mill, McLoid, 
Jevons and Gary, economists have taught us dif- 
ferently. 

When we felt flush, the crash was coming ; for 
we were indulging in a dangerous delusion. 



268 Education and our Financial Crisis. 

Our future will never be secure until our children 
are trained from their fourth to their seventh year 
to be active, skilful and creative, and thus a last- 
ing foundation for industrious and moral habits be 
laid ; then to their twelfth or thirteenth year they 
must be intellectually trained and instructed, and 
after that to their eighteenth year industrial em- 
ployment must be combined with the highest tech- 
nical and scientific instruction. 

We are wofuUy deficient in industrial and moral 
habits, as also in the knowledge of the plainest 
principles of economy. We have to overcome the 
financial fiction of honestly getting something out 
of nothing, when, in fact, labor and saving are the 
only factors in the production of wealth. 

If we bring up our children for work, we bring 
them up for the country and for the production and 
the cheapening of the first necessaries of life, the 
increase of which increases the well-being of the 
masses. If we raise them for idleness, we raise them 
for the city and for chance stakes, which tend to 
unprincipled transactions. It is the lack of the 
element of work in the popular Education that 
swells the movement of the population toward 
the great cities, where everybody fishes for his 
prize, and one wins while a hundred sink beneath 
the wave. 

Our Education is at best a hunt for charming 



The School the Miniature of the World. 269 

information, but the power of producing our nec- 
essaries to sustain life must precede the dehghtful. 
Our defeats as our victories come from the school- 
master, and the school is at the bottom of our 
financial disasters. " Nonsense," says my critic, 
" it is the time." But, pray, who makes the time 
but we, and who made us but the school? 

ERAS OF CIVILIZATION. 

Our present development of the understanding 
must be followed by the reign of reason, as it has 
been preceded by the dominion of the imagination. 

The creation of language and the fine arts formed 
the dawn of civilization ; now science absorbs the 
age. Only the perfect state is the consummation 
of the highest reason. 

THE SCHOOL THE MINIATURE OF THE WORLD. 

It need not be repeated that to instruct is not 
to educate. But it is not enough realized that 
knowledge is not always saving, and that the down- 
fall of empires has mostly been attended by sub- 
tlety of intellect and universal skepticism. 

To educate the young is to make them live long 
enough the life we wish them to live, that they 
may continue it from habit. It is not to show 
them at a distance the way they are to walk in, 
but to train them in it. The school must be a 



2/0 The Half -hour School System. 

miniature of the world with all its work and duties, 
in which the young must be exercised. And this 
simultaneous training of every part of man's nature 
is the more necessary as each has its modifying in- 
fluence on the other, and none can be cultivated 
to advantage separately. 

THE PERIOD OF CRIME AND OF EDUCATION. 

The greater amount of crime is committed be- 
tween the ages of twenty and thirty years. By 
increasing the industrial usefulness of Education, 
which enables scholars to support themselves, 
parents are more induced to send their children 
early, long and continuously to school than by 
compulsory school laws, and thus prolonged school 
attendance influencing those years of vicious ten- 
dencies, will lessen crime by one-half. 

THE HALF-TIME SCHOOL SYSTEM. 

Race Education divides the scholar's time be- 
tween instruction and industrial training, which is 
acknowledged to yield better results than the long 
hours of our common schools, in which, however 
much talking the teacher may do, the jaded scholar 
receives but little. 

The half-time system, not interfering with the 
acquisition of a trade, enables the student to pro- 
long his period of Education, to become acquainted 



Our Wordy Education. 271 

with the theoretical acquirements of his especial 
trade and their use; and having for years combined 
work with study, his success as an artisan and in- 
ventor is assured. 

The leading educators of England agree with 
Mr. Chadwick in pronouncing short school hours 
a success ; that prolonged attention is impossible 
for a young child ; that school hours are wasted 
because they make impossible demands upon a 
child's immature powers ; that short lessons, with 
bodily work, produce better intellectual results than 
lessons twice as long, without the relief bodily exer- 
cise gives to the mind. 

Dr. Norris says, before the British Association, 
he has confronted this subject on all its sides, and 
found that children who studied half the school 
hours, and worked the other half of the day, stud- 
ied and worked more efficiently than children who 
worked or studied all the time. 

OUR WORDY EDUCATION. 

Let our scholars have less to do with words, the 
shadows of things, and more with the things them- 
selves, and they will prove as energetic and success- 
ful as our self-made men. Teachers and parents 
often think that children must learn all the words 
Johnson, Walker, Richardson, Worcester and Web- 
ster did not know how to spell and pronounce ; 



2/2 Education and Industrial Labor. 

that they must know by heart every third and 
fourth rate river in Africa, soon to be forgotten ; 
and that their heads must be filled with Rs, Xs and 
Ys until they are turned themselves into unknown 
quantities. 

Who will deliver us from the yoke of the letter, 
and permit us once more to have a soul and to act 
an honest part in the world ! 

Our schools teach too much, educate not enough 
and train men for labor not at all. 

Our information is too general, which means es- 
pecial ignorance as far as accomplishing anything 
in particular is concerned. We want science adoing, 
as life and nature are. The word must become flesh, 
and not the flesh word, says Richter. 

EDUCATION AND INDUSTRIAL LABOR. 

Locke treats what the schools call learning in 
comparison with physical, mental and moral habits 
with a most hearty contempt. How strenuously 
this philosopher, eminent above all others for his 
great good sense, insisted upon combining one or 
several mechanical pursuits with intellectual Edu- 
cation even in the highest classes of society, of 
which practice he cites many examples among the 
ancients. Cato and Cincinnatus were but illustra- 
tions of what was most common, among the great 
men of Rome. Spinoza does not stand alone in 



Education and Industrial Labor. 273 

modern time. Luther made a good hand in several 
trades, so did the great Lord Brougham, and so did 
other men of like eminence. 

Industrial universities, receiving their pupils from 
industrial common schools, would be of infinite 
more advantage to the country than our present 
colleges with their Latin and Greek pretences. It 
is the Central College of Arts and Manufactures at 
Paris, the pupils of which are in great demand 
among the manufacturers of France. 

But not only Locke, the father of the modern 
sensational school, but as we have seen Leibnitz, 
the author of the monadology, and Fichte, the 
transcendentalist, all equally insisted upon the 
necessity of joining handicraft to mental culture. 
Froude, the realistic historian, instills the same les- 
son. And our own great dead of but yesterday, was 
not his parting tragic enough, that we so soon for- 
get his life and his teachings? The destruction of 
slave labor was but half of Mr. Greeley's lesson. 
The union of Education with free labor was the 
other and more important half; and half the utter- 
ances of his life we should have to cite were we to 
repeat all he so^forcibly said upon this score. 

Solon made labor binding upon all men ; our 

Puritan fathers legislated it ; philosophers of all 

schools enforced it ; Germany, and all Europe, more 

or less, introduced it in its schools more than a 
12* 



2/4 Education and Industrial Labor. 

hundred years ago. We may turn a deaf ear to 
the teachings of 'lawgivers and philosophers of 
other nations and our own, but the ruin of our 
industries, labor failing to feed the people, and 
giving way to dishonesty, corruption and anarchy 
will at last force us to concede to labor its place in 
the Education of the people. 

Labor, says De Gerando, is the great educator. 
Labor means wealth, power and civilization. La- 
bor means character, duty and nobleness. Labor 
prevents disorder, ennui and dissipation ; it inures 
to action and usefulness. It is a school of sobriety, 
cultivates attention, perseverance, precision and 
method. It allays the passions and brings inward 
peace and health to the soul. Labor gives vigor, a 
sense of dignity and the power of self-restraint. 
It restrains inordinate ambition, and accustoms us 
to estimate reality above empty applause. 

All honest work, says John Mill, is for the uni- 
versal good, and as honorable as any public func- 
tion ; and by doing perfectly whatever we do we 
perfect our character. 

Froude sets handwork before headwork. The 
first business of Education, he says, is to assist us 
in honestly supporting ourselves. A man must 
work, steal or beg. The practical necessities pre- 
cede the intellectual. As long as society does 
not mind the common wants of humanity and 



Education and Industrial Labor. 2J^ 

give this sort of Education, it has no right to con- 
demn the rogue or mendicant. 

Miss Nightingale has well said, that without in- 
dustrial training the three Rs are most likely end- 
ing in a fourth R — Rascaldom. 

Mr. Pearson, in his report before the House of 
Lords, says : I am satisfied that the cause of juve- 
nile crime is not the absence of Education, and 
that any Education of the children of the laboring 
masses unaccompanied by industrial training and 
actual employment in manual and useful labor, 
will entirely fail in checking the growth of crime. 

And what opportunities have the people for en- 
gaging in profitable trades? says another well-in- 
formed authority. Owing to a variety of circum- 
stances it has become almost impossible to procure 
for children such educational training as will make 
them skilful artisans. The public school must fit for 
work. European nations are competing in estab- 
lishing schools of art, and we must shape our public 
schools in the same direction or fall behind the civ- 
ilized world in our industries. European countries 
swarm with schools for drawing and technical train- 
ing. Little Wurtemberg alone has four hundred 
drawing schools. The United Kingdom has eight 
hundred schools of art. Every country and every 
great city in Europe has a grand school of arts and 
industries. Whatever time and expense has been 



2/6 Educatio7t and Industrial Labor. 

devoted of late in England to drawing has richly 
been repaid by the improved industries. 

New York, Boston, Philadelphia and a few more 
cities have a few such schools as any German prov- 
ince is swarming with. 

The Superintendent of Education of the State 
of Rhode Island says, our motto should be " the 
best Education to the largest number." The pres- 
ent course of study is arranged for those who intend 
to complete the whole course in the high school and 
not for the masses, who are growing up in igno- 
rance, vice and youthful crimes, which multiply in 
a geometrical ratio. 

Hundreds of orphan asylums, industrial schools 
and reformatories, in which many industries have 
for years been successfully taught, prove the prac- 
ticability and utility of teaching and training the 
masses in skilled labor. Massachusetts has the 
honor of having passed an act in 1872 providing 
that the city council of any city or town may estab- 
lish and maintain industrial schools and raise the 
money necessary to render them efficient, and pre- 
scribe the arts, trades and occupations to be taught. 

The Cooper Institute of New York City, founded 
by the munificence of the eminently good and wise 
Peter Cooper, with more than two thousand stu- 
dents, mostly mechanics, crowding its courses in 
engineering, mining, metallurgy, analytical and syn- 



Education and Industrial Labor, 277 

thetical chemistry, architectural drawing and prac- 
tical building, schools of telegraphy, wood-engrav- 
ing, photography, design and painting, proves the 
eagerness of the public to benefit by schools of art 
and industry, and is a reproach to public remissness 
in not following the lead of this great benefactor 
in giving the masses in similar institutions oppor- 
tunities for combining labor with study, that they 
may rise from their unprofitable drudgery to re- 
munerative technic art. 

The Institute of Technology at Boston, the 
Worcester Institute of Industrial Science and Cor- 
nell University, under the able lead of President 
White, are all hopeful illustrations of the combina- 
tion of labor and study. 

It is pleasant to mention the noble beginnings 
made by the Women's Educational and Industrial 
Society of New York City, who train and instruct 
thousands of women in a variety of occupations. 
Long Island has a Printers' training school. The 
Hebrew Orphan Asylum of New York and the 
Episcopal Orphan Home of Brooklyn teach several 
trades, and so does the Wilson Industrial School 
of New York to girls, the Brooklyn Female Em- 
ployment Society and the Young Ladies' Branch 
of the Women's Christian Association completing 
the list. A model for future institutions of health- 
ful labor, is presented to us by Girard College, 



2/8 Education and Industrial Labor. 

with its extensive arrangements for type-setting, 
printing, book-binding, type-casting, stereotyping, 
turning, carpentering, photographing, electroplat- 
ing, telegraphing and shoemaking. 

By refusing labor a place in the Education of 
the masses, we practically tell them " we will not 
teach you anything useful, but even that will make 
you paupers, criminals and orphans, and soon 
enough bring you to our industrial pauper schools, 
reformatories and orphan asylums where you shall 
be taught some trade or other." But must we 
burn down the house to roast the pig? Must the 
people pass through pauperism, crime and orphan- 
age to get into industrial schools? Would it not 
be more sage to engraft industry upon our public 
school system, and rather prevent pauperism, crime 
and premature orphanage than make them the 
bridge to industry? 

Women suffering nearly twice as much from pov- 
erty than men prove by the consequent deteriora- 
tion of the race the failure of our present Education. 

As long as in the absence of a great national 
system of Kindergartens women are not employed 
in what is peculiarly their work — the Education of 
the race — only a varied industrial Education can 
save them from being crushed by a competition 
they are bound to meet with in a few overcrowded 
employments open to them. By giving women a 



Education and Industrial Labor. 279 

reasonably extended industrial Education, we cur- 
tail by one-half prostitution, crime, woman's slavery 
to man-, widowed misery, the idiocy of orphans 
starving with their pining mothers and other in- 
numerable evils, all flowing from woman's, help- 
lessness. 

A proper industrial training would enable woman 
to provide for herself and for those depending on 
her whenever she should be thrown upon her own 
resources. 

In 1859 women in New York City made and 
pressed stylish caps for two shillings per dozen. 
In London about the same time fifty thousand 
females were working for under sixpence per day, 
and above one hundred thousand for under one 
shilling a day. Shirt-makers made a dozen shirts 
for two shillings. Waistcoat-makers earned only 
from three to four shillings a week ; workers for 
the army clothiers received eight cents a piece for 
jackets and trousers, earning thereby two shillings 
a week. Shoe-binders worked eighteen hours a 
day, and earned one shilling and sixpence a week. 
The mantilla-maker, working from nine in the morn- 
ing till eleven at night, made four shillings and six- 
pence a week in the busy season. 

At a meeting of one thousand female slop work- 
ers in England the curious result was obtained, that 
none of that number had earned more than five 



28o Education and Industrial Labor. 

shillings a week. Ninety-nine had earned only one 
shilling, and two hundred and thirty-three had had 
no work at all during the whole of the week. 

In 1867, the New York World informs us, there 
were in the metropolis 70,000 women and girls, 
beside domestics, who worked for their living, of 
whom 7,000 lived in cellars, and 20,000 were in a 
constant fight with starvation and pauperism. Since 
i860 establishments doubled employing these hag- 
gard creatures at the top of princely merchant 
houses. 

The New York Times in December, 1867, informs 
us of thousands of women in the city working from 
seven in the morning to midnight getting seventy- 
two cents for the making of a dozen of shirts. Six 
cents for a shirt ! And pay for drawers, undershirts 
and blouses in proportion. But flannel shirts care- 
fully made brought 12^ cents a piece, best white 
shirts 87 J^ cents, a dozen best drawers $1.25 a 
dozen. A soldier's widow, with four children to 
support was getting $4.50 for embroidering a cloak, 
two weeks of toiling ! the cloak selling at $50 to 
$75, the woman being told, if she will not do it 
plenty others will do it. 

The average labor for 1866 was for 

Cloak makers . $8.00 per week. 

Shirt " 9.00 " 

Cuff and collar makers . . $8.00 to 9.00 " 
Umbrella " .... 5.00 " 



Education and Industrial Labor. 281 

Button hole makers 3.00 per week. 

Fur-sewers $4.00 to 7.00 " 

Machine operators .... 4.00 to 8.00 '' 

In Boston we read there were in 1868, 20,000 
women working at starvation rates, 8,000 workers 
at 20 to 25 cents per day, 12,000 workers for less 
than 50 cents, and even at these rates there was 
little work. These women lived at times on one 
cracker a day for breakfast, dinner and supper. 
American wives and mothers work in Boston from 
dawn to dawn to get one mouthful of food, making 
shirts at eight cents a day ! Some women take 
shirts at 50 cents a dozen, and operate sewing- 
machines at $2.50 a week. Dr. Dio Lewis says: 
" These operating girls run the machine from one 
and a half to two years, and their backs give out, 
and their spines give way. When they give out 
they are pretty well spoiled, and are then thrown 
out to pick up what they can get, until God in his 
mercy shall take them hence." 

In 1868 one of the best informed journals reports, 
30,000 girls struggled in New York City with star- 
vation and cold, six cents for the making of a shirt 
and furnishing the thread ! 

In 1 869 the New York Herald writes : " The work- 
ing women live in nasty tenement houses, in cellars 
unfit for human habitation, in pools of foulness, 
where every impurity is matured, and every vice 



282 Education and Industrial Labor. 

flourishes, with no air, no light, a rickety bed, a 
broken-down stove and second-hand cooking uten- 
sils. Such is the condition of 75,000 working wom- 
en in New York City." 

A room of 12 by 14 feet, ceiling 8 feet high, pay- 
ing $8 a month and earning $6 a week, working on 
an average 12 hours a day. 

The Economist, in 1869, said: "The maximum 
average of female labor was $5 per week. The sur- 
geons of Bellevue and other hospitals, who investi- 
gated the subject, assert that much of the sickness 
and mortality of females in the city of New York 
results from insufficient food and clothings exposure 
and cold. The ranks of shame and death are re- 
cruited by thousands of unfortunates, who would 
never have strayed from the path of rectitude if 
they had obtained honest employment." 

Does all this not loudly call for an industrial 
Education? Is it a wonder that with such mothers 
the race deteriorates? Who is there but takes 
good care of a valuable mare, and have we become 
so debased that we do not value our mothers and 
our race as much as a farmer does his stock? 

Woman in her great misery, involving the ruin 
of the race — in more than one way — is the con- 
demnation of our impracticable system of Educa- 
tion, which does nothing for the preservation of 
the race or for the individual, and the stolid indiffer- 



Education and Industrial Labor. 283 

ence of which for human weal or woe betrays an 
appalling degree of barbarity. 

The answer of Agesilaus, the Spartan king, upon 
the question, what was best for boys to learn ? 
'* What they will practice when they will be grown 
to be men," is as sensible to-day as it was then. 

The masses of the people must be skilled in in- 
dustrial labor; they must be used to the application 
of knowledge to work and must be industrious, and, 
hence, the importance of training them early to 
these requirements of their mature years. 

Nervousness leading to a variety of affections, 
ending often in insanity, is one of the most serious 
symptoms of the general degeneracy of our age ; 
and all great physicians pronounce moderate labor 
the most remedial agent in cases of insanity. Ca- 
banis fully proves that muscular activity lessens 
nervous excitement ; hence, physical labor is most 
wholesome in this our age of nervous affections. 

The fostering of honest work would certainly 
have a good effect on the insanity of mammon 
worship or the madness of speculation. 

The life and motion of the stars is kept up by 
the opposing centripetal and centrifugal forces ; 
the adjustment of the inner and outer conditions 
is maintained in organic life by assimilation and 
dispersion, and social life consists in progressive 
adaptation and conservative institutions. 



284 Education and Industrial Labor. 

The conservatism of China is known, so is its 
intellectual culture. The code of the Jews is " study 
the law and observe it/' which includes research 
and steady adherence. And both these nations 
have outlived all others. The Romans were war- 
ring and progressive tribes ; but, as we have already 
seen, the mothers grown up under the shade of 
domestic habits, had charge of the Education 
of the children, and supplied it with the conserva- 
tive element. The Greeks conbined the culture 
of the physical and intellectual element as no other 
nation, and, hence, their perfect health and beauty 
of mind and body. 

The hard toiler is slow, patient and conservative, 
while the student is progressive, as thought will 
impatiently outrun the slow march of stubborn 
reality. By joining study with labor, we combine 
the spirit of progress, development and adaptation 
with the spirit of conservatism, both so necessary 
for the historic development of a nation. 

Nothing but the union of intellectual Education 
with physical labor can save us from corruption of 
every sort and bring us back to the perfect culture 
and natural simplicity of the Greeks. Or, is there 
any reason to contradict the statement, that with 
culture, honest labor and simple living the simplic- 
ity of the Greeks is more likely to come than with 
musty Greek grammars and dictionaries ? 



Education and Industrial Labor. 285 

Our schools, instead of developing in us a taste 
for technical pursuits equal to that by which Eng- 
land, Germany, and, above all, France excel, force 
us to speculate on each other's hide. If, of a hun- 
dred scholars leaving school, ninety-five engaged 
in useful work, and five scrambled for the profits 
of their labor, that might do ; but of the hundred, 
ninety-five scramble for the questionable profits of 
the unwilling labor of five, and, hence, the murder- 
ous competition, which leaves the five and ninety- 
five dead on the field. 

The clergy have started our Latin schools, the 
commercial classes have organized our grammar 
schools. The laboring masses of to-day call for 
industrial schools. 

The famous Dean of St. Paul says, before the 
British Association : '' Whether we have advanced 
as far as we wisely may, in. blending the useful 
with the ordinary Education, may well occupy the 
thoughts of the reflective and practical men. I 
am at a loss to see, why exercise of the faculties 
may not be combined with what will be applicable 
to the future employment." 

Dr. Fitch, one of the foremost educators of Eng- 
land^ says, before the same Association, the children 
of the masses want more than reading, writing and 
arithmetic ; they want to be put in possession of 
the mechanic arts ; they want right habits ; they 



286 Education and Industrial Labor » 

want to be taught to think about their work, to 
feel an interest in inquiring and observing for them- 
selves, and to know how knowledge is acquired and 
applied. 

We badly want schools and appreciate them ; 
but they must not devote themselves exclusively 
to teaching us how to talk about things, but to do 
the things and do them rightly. 
/ We appreciate the teacher's difficulty. He tries 
to make the pupil what he is ; and as he is an ever- 
lasting talker, talkers he will make. But the world 
is getting tired of words. What it wants is doing, 
and to this the school must make some sort of an 
approach or the world will stay away from it. 

The State of New York has a right to expect a 
better return from thirty millions school property 
than five hours spelling and geography five times a 
week. The school must form the home and the 
shop as well as the school of the youth of the land 
during eight or nine hours of the day. A nutri- 
tious but simple msal, not costing over five cents, 
a simple dress, earnest work and a generous conduct 
upon the playground alone can educate the nation 
to simplicity, industry and universal good-will. 
Moral teachings, enforced by such habits, must 
regenerate the nation that, though young, has al- 
ready entered upon its period of decadence; 

As we have already quoted, learning forms our 



Education and Industrial Labor. 287 

speeches, but habit our inclinations, after which 
our actions take. Learning is not the end of man, 
for we can but little know at best ; character and 
achievement, or what we are and what we accom- 
plish, are much more important ; and, hence, the 
organization of the school must develop our nature 
in infancy, and not dismiss us until we are ready 
to do our work in the world intelligently. The 
science of life and the art of living are the main 
object of Education, as leading to the preservation 
and improvement of the race. 

Once the phenomena of nature have been deemed 
unworthy the attention of the schoolmen, and the 
fancies of men have been dignified with the n^me 
of philosophy. To-day learned men have but half 
parted with their conceit, and despise the knowl- 
edge of the common things of the world. But 
who can take an intelligent survey of the inter- 
national exhibitions of the world without being 
struck with the amazing variety and grandeur of 
the works of common men when compared with 
the smallness and paltriness of the most elegant 
words of literature. 

What is Homer, Virgil, Horace, Dante, Milton 
or Shakespeare in comparison with half a million 
of intricate mechanisms, each doing the work of 
dozens of men, and one hundred million articles of 
use and beauty? Well may Herbert Spencer say, 



288 Education and Industrial Labor. 

what is stored up in books is but the smallest part 
of the knowledge of mankind. 

We disavow every intention of disparaging sci- 
ence, but as emphatically declare that practical 
work, which has furnished science with the great 
facts underlying it, must be taken again into the 
service of science and must be treated more gra- 
ciously by the new mistress. 

Our abstruse scientific treatises may Be excellent 
for scientists ; the masses who must work must be 
initiated into the principles of science by studying 
and working them out in their application to indus- 
try. We need no more be ashamed of affiliating 
the school with the workshop than with old dame 
nature. To be plain, the school must become con- 
siderably a workshop, in spite of literary fops and 
word-mongers. Science and life will be gainers by 
the change. 

A person of a practical turn of mind may not 
care about electricity, caloric or the common prop- 
erties of matter, but will take interest in electro- 
plating, the steam engine and the strength of 
building materials. 

Let every school district have a library not of 
the battles of England or the wars of Rome, but 
of every treatise on every branch of industry car- 
ried on in the said locality, with a museum contain- 
ing every article manufactured in different countries 



Education mid hidustrial Labor. 289 

and ages of the same nature and the tools used in 
the process, and the saloons will be less visited, 
and inebriety and pauperism will receive a check, 
and every industry flourish as never before. 

From our primary and secondary departments 
of instruction to the college and university all is 
verbal, culminating in Latin and Greek, which is a 
very fraud, not one in ten scholars going through 
them ever being able to read these languages, save 
the few text books, parrot-like got by rote. Every 
town ought to have its industrial schools, every 
county its industrial college, every State its indus- 
trial university, and the whole country its national 
academy of the industrial arts and sciences. 

The whole land must become a bee -hive, in 
which each works for all, and all work for each. 
Then, and only then, will all be sound in body and 
sound in mind, sound in government, sound in 
finance and sound all over. 

Education must not begin and end in generali- 
ties, but must branch out in different industrial 
institutions, in keeping with^ the pursuits of the 
different sections of the country, to which they 
must give a higher impetus. 

Since religion has ceased to be a state power, 
binding men's consciences and hands, too, a ra- 
tional discipline must school men from very child- 
hood up in useful activity and severe simplicity. 
13 



290 Education and Industrial Labor, 

The industrial training of a long line of genera- 
tions must become an instinct with the race. Pro- 
duction is characteristic of civilized, as destructive- 
ness is of savage life, and our social instincts make 
daily more the preservation of the race as dear to 
us as the preservation of our own life. Only when 
the world will be all work, will vice, fraud and war, 
and every other species of wrong and oppression, 
disappear from among men. 

Let any one judge in the light of the recognized 
principle, that Education should enable us to avail 
ourselves of all our powers to our best advantage, 
and teach us how to learn and improve through 
life — if our schools are serving this double purpose 
— teaching and training, as they do, the people in 
nothing that bears directly on their future vocation, 
which is mostly industrial. 

" The circle of knowledge through which every 
man in his own place becomes blessed, begins 
immediately around him from his own being, and 
from his own relations." Such are Pestalozzi*s 
words. Instruction, ^reign to a man's pursuit, is 
soon forgotten, while the science that discovers 
to a man the philosophy of his daily work, renders 
it to him an opportunity for constant mental growth 
and satisfaction, besides the practical advantage he 
derives from the thorough understanding of his 
business. 



Race Education Described. 291 

To fit men for duty and the labor of life is the 
paramount work of public schools. Do they either ? 

We are beginning to feel the effects of crowding 
even upon this continent, especially in the larger 
towns ; and nothing but Race Education, insisting 
with equal stringency upon physical, mental, moral 
and industrial training from earliest infancy to full 
maturity, can bar the door to pauperism, and pre- 
pare for us a future in which none will be so poor 
as to suffer want ; none so vicious as to inflict wan- 
tonly an injury upon his neighbor ; none so igno- 
rant as not to know his duty and none so unmanly 
as not to practice it. 

RACE EDUCATION DESCRIBED. 

After we had penned down these our thoughts 
on Education, Dr. E. Seguin's masterly contribution 
to physiological Education came to our hand. Our 
standpoint is the practical forced upon us by the 
study of the unspeakable misery of the masses and 
their deterioration, leading us to Race Education, 
or Hereditary Culture, which at every step is an 
ethical as well as a physical problem. 

The principle of Race Education, or Hereditary 
Culture, combines physical, mental, moral and in- 
dustrial elements ; it satisfies the highest require- 
ments of science, answers the common ends of hu- 
man life and spciety, recognizes the claims of the 



292 The Education of the Old Greeks, 

individual, the nation and the race ; the ends of 
life and the means for attaining them evolve from 
it. It warns us against every possible mistake, and 
commends itself the more as the common degene- 
racy of mankind is studied. Practical necessity 
leads to it ; the general demand for universal Edu- 
cation finds its fullest expression in.it; the latest 
biological results are formulated in it. It is highly 
realistic and idealistic, or a complete synthesis of 
both ; and, finally, history shows us our ideal sys- 
tem of Race Education in execution with results, 
the most exalted imagination could not equal as 
far as the realization of the beautiful in man is 
concerned. 

THE EDUCATION OF THE OLD GREEKS. 

The ancient Greeks, who were but small in 
numbers, have furnished the nations of the earth 
ideals in every manner of greatness, unsurpassed, 
yea, unapproached. It is not the sky, it is not 
the race — for these still exist — but the great men 
have not come again since the Education of that 
race has changed. Lay it not to the age, sky, 
race or God ; give us the Education of the Greeks, 
and God, nature and the race will give us Greeks 
again. 

We take issue with the absurd method of the 
schoolmen, who think we can model after the 



The Education of the Old Greeks. 293 

Greeks by turning the pages of musty Greek 
grammars and lexicons. If we are to excel as 
the Greeks excelled, we must adopt the same 
training and spirit of Education, only improved 
by the experience of later ages. 

While we protest against forcing Greek grammar 
upon a hundred thousand youths of the land for 
the sake of one hundred, who will make a success- 
ful study of the noble literature of that language ; 
we insist, however, upon the propriety, the possi- 
bility and the necessity of giving every child in 
the land the same Education the Greeks gave their 
children. It matters little if we read Greek, espe- 
cially as it is commonly read, or not. What we 
want is to excel in action as the Greeks did, and 
this the like training alone can give. 

All branches of Education were comprised by 
the Greeks under the terms of gymnastics and 
music, wonderfully expressing thereby that like 
these, they must all be practiced in a manner as 
to produce strength and beauty of body and 
soul. 

A perfect life is a work of art, and is not attained 
by reading about it, but by acting, by living, exer- 
cise and steady training, and in this we must model 
after the Greeks, if we are to equal them in beauty 
and harmony or rhythm of action. 



294 The Education of Massachusetts, 

THE EDUCATION OF MASSACHUSETTS. 

Massachusetts more than any other state has 
made our system of common schools what it is. 
We love study and admire that state for the te- 
nacity with which it labors on its historical insti- 
tutions and develops and improves them. But if 
we oppose the common school system of Massa- 
chusetts of to-day, we point with preference to 
Massachusetts two hundred years ago — the stand 
it took then on industrial training; and if we insist 
on early Education, it is Boston fifty years ago that 
gives us our argument. 

Mr. Phillips, one of Massachusetts' most favored 
sons, said : " The fact is that many young people, 
graduates of our public schools, are not capable of 
doing any work for which any one should pay a 
dollar, nor can they write a decent letter at fifteen, 
nor even read a newspaper well. The old New 
England system, which made a boy work six 
months by his father's side on the farm or in the 
workshop, after he had been six months at school, 
was better than the present one. From such a 
system it was possible to get such a man as Theo- 
dore Parker. Now the public school hands a child 
to its parents with no means of earning its bread." 

Mr. E. Washburn, another favored son of Mas- 
sachusetts, admits that the Education the mother 



The Demands of Race Education. . 295 

must give the child is a thousand times more impor- 
tant for society and the state than the Education 
our schools give. This admits our whole position 
so far as the indispensableness of national infant 
schools are concerned. If to watch over and 
nurse a baby every hour and minute night and day, 
to cook, wash, mend and keep a home neat and 
clean, and attend to a hundred other household 
duties, if all this is as much as one unaided young 
mother can attend to, the state must give us infant 
schools to attend to that Education of the heart 
and character of young children, which Mr. Wash- 
burn admits to be a thousand times as important 
to society and the state than the later Education, 
but which hardly one mother in ten is situated to 
afford her young children. 

THE DEMANDS OF RACE EDUCATION. 

The demands of Race Education are not unrea- 
sonable. It condemns the present system, which 
is purely intellectual, and gives rise to an intellec- 
tual strife and to a remorseless competition in life, 
which sends millions to insane asylums, poor-houses, 
jails and early graves. 

Race Education simply insists that the intellec- 
tual culture of the present common school system 
be preceded by the still more important culture of 
the character, morals and faculties of the young 



296 > The Demands of Race Education. 

children in national infant schools, and be followed 
by industrial training indispensable for self-support, 
general usefulness and the development of national 
wealth and the prevention of pauperism — the pest 
of modern states. 

We may sum up the practical points of our sys- 
tem as follows : 

1. Education must aim at the preservation and 
improvement of the race. 

2. Many causes at work contribute to a race de- 
terioration, which manifests itself as 

a. An excessive infant as well as adult mortality; 

b. Nervous derangement and frequent insani y ; 

c. Habitual criminality ; 

d. An inactive pauper temperament, and a va- 

riety ; 

e. Of congenital defectiveness, weakness or de- 

formity. 

3. To lessen human deterioration in all possible 
forms is the great aim of Education. 

4. The development of low hereditary tenden- 
cies must be counteracted by the formation of op- 
posite habits in its veiy infancy, and thus the foun- 
dation must be laid for desirable hereditary tenden- 
cies, and, hence, the all-importance of infant train- 
ing schools. 

5. Information must be spread among the peo- 
ple about the hereditary nature of morbid tenden- 



The Demands of Race Education. 297 

cies, and the duty of parents to their children in 
whom their own passions, drunkenness or weak- 
ness, assume the shape of madness, homicide or 
idiocy, bHndness or deaf-mutism. 

6. A knowledge and observance of the laws of 
hygiene by the parents will lessen in the children 
weakness, the cause of every sort of defectiveness 
and an excessive infant mortality. 

7. Race preservation being the end of Educa- 
tion, no woman's Education is finished until she 
has acquired practically the art of raising children 
in the infant training school. 

8. The laws of health, domestic economy and 
moral government are woman's first studies, as 
upon them depend the life and health, the eco- 
nomical success and the moral tone of the family. 

9. As the masses must live by their physical 
exertions, and as rude labor cannot successfully 
compete with machinery, men must be trained to 
industry and art in childhood by infant training 
schools. 

10. The tendency to nervous derangement and 
insanity, so prevalent in our age, can only be cor- 
rected by inuring men to physical labor. 

11. The spreading of technical industry alone 
can infuse into our age a spirit of simplicity, mod- 
eration and honest dealing, and thus counteract 
the present extravagance and fraud ending in ruin. 

13* 



298 Race Education and a Rational Idealism, 

12. The school, science and Education must be 
brought in closer relationship with the factory, and 
lessen the dangers accruing to life from deleterious 
processes. 

13. In the people's school technical skill and 
proficiency must form the acme of man's Educa- 
tion, as domestic proficiency must be the end of 
woman's Education ; and the school must provide 
for each, and dismiss neither the one nor the other 
until this is accomplished. 

14. Education must, above all, prevent pauper- 
ism, which through want and misery leads to every 
form of moral as well as physical depravity, by fos- 
tering chiefly what is useful, and making man an 
efficient and self-supporting producer. 

15. Every part of Education must practically as 
well as theoretically be based upon the devotion 
of the individual to the race. Our present Educa- 
tion is neither practical nor moral. It is all liter- 
ary foppery, and too trifling to be borne with in an 
age of hard common sense. 

RACE EDUCATION AND A RATIONAL IDEALISM. 

The preservation and improvement of the race 
are the plummet line of every part of our system 
of Education. The hygienic and economic rela- 
tions of the individual are ever present to us, as 
morbid juices lead to morbid desires, and an empty 



Race Education and a Rational Idealism. 299 

stomach is dull of moral comprehension, and health 
and bread are important factors of virtue, and are 
both secured by labor wisely and moderately per- 
formed. But, though our aim is tangible, it is com- 
prehensive, and by no means excludes the ideal 
ends of all schools, which we only use as means for 
the improvement of the race, which to us is the 
highest goal of Education. 

It has been most truly said before us. Education 
must help us to help ourselves, not so much impart 
as draw out. It' must train us to learn from our 
own observation, or to get our knowledge at first 
hand from nature. It must inure us to freedom 
without license, for chains are as galling to the 
mind as to the body, and lawlessness is debasing. 

The whole of Education must be a process of 
unfolding, a gradual revelation of what is in man. 
Education, in developing the faculties and capacities 
of the human mind, always commences with what 
is nearest to us, and leads us gradually by our own 
exertions to do and to comprehend by our own 
power and energy what seemed but shortly beyond 
our capacity. It begins by naming to the child the 
external parts of the body, and leads it gradually 
to the knowledge of the most complex functions 
of the human system and the laws we must observe 
if we wish to live a healthy and happy active life. 

Education, beginning with the simple relation 



300 Race Education and a Rational Idealism. 

of the child to its parents, leads it on to the knowl- 
edge and obedience of the laws which govern men 
and states, and selfishness gives way as the child 
feels its dependence upon its mother, father, broth- 
ers, sisters, the community and humanity. 

Education makes the child feel and act in unison 
with nature, humanity and the infinite. While it 
cultivates individuality, it develops the conscious- 
ness, that it is but part of the great whole, in har- 
mony with which it must seek its own growth. 

Education must embrace the activities of the 
body, which give energy to the mind. It must 
assist us in giving shape and form to our ideas 
with our own hands. It must make us creative as 
well as intelligent. We must realize our thoughts 
in the world without us as well as form correct 
ideas in our minds of things external. In man the 
ideal and the real blend and take coloring from 
one another, and, standing as mediators between 
the two, we are at peace with all. 

Education must ever work under the inspiration 
that the child it directs is part of nature, humanity 
and the infinite, for which it must be educated fully 
as well as for itself. 

We must be educated for intelligent work, for 
virtue, for freedom, for progress and for humanity. 

The development of the capacities of man secures 
his highest usefulness, and the bringing his passions 



Race Education and a Rational Idealism, 301 

under the rule of reason, bestows the truest happi- 
ness — ^peace of mind. 

Education embraces the cultivation of the heart 
as well as the development of the intellectual pow- 
ers, and the science of the duties and responsibili- 
ties of human life is the paramount knowledge of 
mankind and must form a part of his instruction, 
adapted to the various stages of Education. 

Education must train us to the highest activity 
in the service of humanity, truth, justice and good- 
ness. It must train us to take the right for our 
guide and to be content, and have internal peace 
when we have done our best. 

Education must train the body, enlarge the un- 
derstanding, develop the affections, give clearness 
to our perceptions and energy to our thoughts. It 
must free us from narrow-mindedness and lead us 
to reason and justice, to the infinite and the abso- 
lute, in which alone there is rest. 

Education, by properly watching over and devel- 
oping every faculty, physical, mental and moral, 
assists in the revelation of our God-likeness, which 
consists in living not in and for ourselves, but in 
and for all things. It cultivates thoughtfulness, 
kindliness and industry, a hand ready in execution, 
a quick eye, an inventive imagination and whatever 
else renders man effective, is in its scope. 

While Education works up to the general ideal 



302 Race Education and a Rational Idealism, 

of a universal humanity, it fosters with particular 
care what is original in every single man, and con- 
stitutes his individuality. 

Education leads us to know ourselves and to 
comprehend the times we live in, to move with it 
and to live not for the present, but for the future, 
not in the narrow limit of our own self, but in the 
whole. It trains us to subordinate selfish desire to 
universal principles and the good of all. The noble 
passions must be inflamed by examples of noble- 
ness, patriotism and self-sacrifice studiously held 
up to them, as fire kindles on fire. 

Education brings the child up to the ideal of the 
educator and fits it for the world it is to live and 
act in ; showing man his destiny, it assists him in 
fulfilling it. It is the lever by which we act upon 
the future of the race. 

Education trains man to submission to the in- 
finite, to the love of man and to a self-determined 
activity in the service of the true, the good and 
the beautiful, in all his relations to man, nature 
and the infinite. It imparts to him true human 
culture and a character, as far as possible, inde- 
pendent of external influences and in full accord- 
ance with reason. 

Education trains us to be true to the relations 
of things, and to act upon general principles, so as 
to earn the approval of our own conscience as well 



Classical and Scientific Education. 303 

as that of an impartial world. It cultivates the 
aesthetic faculty and renders the will effective, pro- 
moting thereby the good and the beautiful, and 
making us perfect. 

Let us hold up the sacredness of childhood, hu- 
manity and the eternal laws of mind and its rela- 
tionships, as reflected from this rapid sketch of the 
nature and work of Education, and compare with 
it the dead materialism or aimless routine work 
of our schools. What wonder that the generation 
it brings up is as indifferent as men brought up ac- 
cording to the mandates of eternal reason would 
be glorious. Mankind ought to resemble a blissful 
family, a haven full of rest ; but, alas ! it is all a 
pandemonium full of unrest, in which every one is 
at war with everybody else and with all that is good 
in himself. 

THE CLAIMS OF CLASSICAL AND SCIENTIFIC 
EDUCATION. 

More than one battle has to be fought before a 
great cause is forever won. For upward of two 
hundred years the contest between the Old and the 
New Education has been going on ; and only induced 
by repeated recent attempts to introduce Latin into 
the highest grades of our common schools, do we 
enter upon an argument that we should have con- 
sidered settled long ago by the popular verdict. 



304 Classical and Scientific Education, 

We combat the introduction of Latin as the 
adoption of a false principle, which vitiates our 
whole system of popular Education. 

Once, when Popery and Caesarism swayed the 
world, institutions had to take the line of author- 
ity, the rule of life and the norm of their culture 
from Rome ; and the effects of this conspiracy still 
blight our system of Education. Latin and Greek 
grammar, we are seriously told, are better suited for 
the formation and development of the human mind 
and its faculties than God's infinite universe. Latin 
and Greek grammar usurp, therefore, the place of 
science, which alone gives us power over nature for 
our own good and the benefit of mankind. 

Even our purely English Education is vitiated 
by putting grammatical pedantries and verbal trash 
before the practical knowledge of things real and 
useful. 

It is comparatively a short time when Latin was 
the only written language of modern Europe; next, 
an English book was hardly thought decent without 
being interspersed with crumbs of Latin ; and even 
to-day the sciences useful to the common people 
are inaccessible to them by barbarous Greek and 
Latin names without number. Scholars naturally 
over-estimate their little Latin and Greek, but this 
magnifying of a deceitful sort of half-knowledge 
is hardly decent or honest. 



Classical and Scientific Education. 305 

Already Comenius, born 1592, clearly saw that 
nature and industry are more properly instruments 
of mental development, observation, comparison 
and judgment than mere words and phrases are. 

John Locke, born 1632, insisted upon the same 
principle, and, hence, laid stress upon drawing and 
the principle of utility, deprecating the loss of 
time bestowed upon a miserable little Latin and 
Greek. 

Herman Francke, born 1663, the founder of the 

celebrated Orphan House and many other public 

institutions at Halle, was equally eager to give to 

' the common course of instruction a more realistic 

tendency. 

J. J. Hecker organized as early as 1747 the first 
realj or high and technical school, at Bei"lin upon 
practical and scientific principles. Men of common 
sense have since opposed the senseless routine of 
Latin and Greek grammar ; until to-day, in Germany, 
the land of thorough scholarship, the old seminaries 
are fast giving way to r^<3:/ schools, teaching drawing, 
mathematics, science, technology and modern lan- 
guages instead of the old Latin and Greek jargon. 

The national budget necessitates the government 
to favor real or industrial and technical high schools, 
which are building up the industry, commerce and 
financial condition of the country. 

But science and industry are not only to be rec- 



3o6 Classical and Scientific Education. 

ommended on the ground of their utility, they are 
every way superior as instruments of thought or 
educationally than Latin and Greek. 

The school must make men think. How is this 
end best to be attained ? The new method an- 
swers, by early acquainting men with nature as a 
system of thought, law, and spiritual relations ; so 
that, wherever men may be, the air they breathe, 
the water they drink, the sky they see, minerals, 
plants, or whatever may meet their view, may 
bring to their mind the physical, mathematical, 
chemical or physiological relations underlying 
them, and thus exercise their thoughts and keep 
their minds active. 

Next to nature, industry occupies men's thoughts, 
which, therefore, combined with science, is of great 
educational value through life. 

But as the individual is rooted in the nation in 
which it finds his spiritual home, the national lit- 
erature forms another important element in the 
Education of the individual. 

Thus the new Education'ouilds its system upon 
nature, industry and nationality, to which the old 
Education opposes its miserable pittance of Greek 
and Latin. 

Undoubtedly Petrarcha, Reuchlin, Erasmus and 
the like men, who penetrated into the genius of 
Greek civiUzation and its realism, or perfect union 



Classical and Scientific Education. 307 

of spirit and matter, which they opposed to the re- 
vilings of nature by the old Church, were highly 
favorable to modern advance ; but, alas ! our fourth 
and fifth rate classical scholars know nothing of the 
old Greeks, and their miserable little Greek gram- 
mar and parrot-like learned few detached pieces of 
Greek or Latin stupefy them, and make them intol- 
erable through the ill-founded conceit with which 
it fills them. 

Emerson says, that he has not met in all his trav- 
els in America with half a dozen of men who could 
read Plato profitably. This whole Greek and Latin 
scholarship is an imposture, the writing of miser- 
able verses in these languages included. There is 
not one teacher in ten who has sufficient knowledge 
of these languages to derive from them a higher 
culture. The learned apparatus requisite for their 
thorough understanding requires the study of a 
lifetime. Must hundreds of thousands of students 
in the land throw away their years and opportuni- 
ties for the sake of a few hundred Latin and Greek 
roots, which can be learned by any English student 
with the help of an etymological handbook in a 
few weeks, if not days ? 

And, as for the historic value of Greek and Ro- 
man civilization, a few parrot-like learned detached 
pieces of Latin and Greek, forming a classic course, 
have nothing whatsoever to do with this sort of 



3o8 Classical and Scientific Education, 

study ; and any English reader can find most com- 
' petent information about it in the great writers on 
the subject ; and as to an original familiarity with 
antiquity, not a half a dozen of men ever attain it 
in any country. 

A noted Oxonian scholar, in his address before 
the British Association, says that educators com- 
plain of the indifference of all classes for educa- 
tional opportunities offered them in all sorts of 
higher and lower institutions. And true it is, he 
continues, university professors would lecture to 
benches literally empty, were it not that the pen- 
sions attached to scholarships attracted students to 
the universities. But educationalists forget that, 
though parents esteem Education, their chief care 
is to bring up their children that they shall be able 
to provide for themselves ; and, hence, if schools 
will not teach and train scholars for their future 
vocation, but insist upon making the critical, gram- 
matical and literary feature of the old schools the 
ruling tendency of our present Education, the hard- 
working, matter-of-fact world of to-day will entirely 
turn its back upon them. 

Classical students pretend to be a privileged 
class of scholars, and use Latin and Greek as the 
badge of the aristocratic order, when, in fact, 
their Latin and Greek amounts to little more 
than nothing. 



Classical aitd Scientific Education. 309 

Would we pardon the arrogance of a German 
or Italian, who maintained that we cannot be men • 
of culture without studying his literature ? And 
is it less stupid in a Latin or Greek scholar to 
maintain that we cannot be men of the finest cul- 
ture without going to school to Rome or Greece ? 

Is the book of nature written by the hand of in- 
finite power and wisdom, and is our own history and 
literature not instructive, refining and suggestive 
enough for us, and every way more useful and full 
of great issues, than the half-understood crudities 
of Greek and Latin books ? 

Has our modern civilization developed no new 
ideas and principles to which the ancients were 
strangers ? 

Is humanity so poor that it cannot develop itself 
on nature, industry and nationality, but is utterly 
lost without Latin and Greek ? And still men will 
boast upon the superiority of Christian civilization ! 

Is it not enough that we are denationalized by a 
constant stream of men of all nations flowing in 
upon us? Must the school, too, tear us from our 
own soil and take us to Rome and Greece to make 
of us anything but what we are by our own past 
history ? Should not our public schools deepen 
our national feeling and nurse our souls with the 
life, work and words of our own poets, authors and 
statesmen ? 



3IO Classical and Scie7itific Education, 

Or are we so poor that we have none good 
enough in our own history and nation who could 
serve as models to our children ? People, of course, 
will study Sanscrit, Zend and Arabic, and so they 
may Latin and Greek ; but the imposition is to 
force any of these languages upon our children as 
a thing indispensable to culture, and deprive them 
of the study of science, industry and their own, 
perhaps equally excellent, if not superior, litera- 
ture. By introducing Latin into our high schools 
we exclude practically from them the industrial 
classes, who have neither leisure nor taste for such 
studies. 

Latin has for ages, like an impenetrable barrier, 
separated the educated class from the common 
people. Do we want to build up this wall again ? 
Is it not more in keeping with our civilization to 
make our own tongue the sole rriedium of science 
and literature, that it may be the harbinger of cul- 
ture and refinement to the lowliest hut in the land 
as to the proudest palace ? 

That the Greeks had a monopoly of ideal culture, 
which is only to be acquired by the study of their 
literature, is simply preposterous. Ideal men had 
never any more an existence than ideal trees or 
animals. 

Only science, or the knowledge of the laws of 
nature and of common things and the literature 



Classical and Scientific Education. 311 

of the land, can reach all and be the means of uni- 
versal culture and prosperity ; and, hence, the 
importance of schools of science and industry, 
which are nurseries of national intelligence and 
greatness. 

Mere grammar schools will never avert from the 
nation the dangers threatening it from the growing 
power of Romanism. Only science schools accus- 
toming people to reason from the observation of 
solid things, can secure us from the perils arising 
from a priesthood that, under the guise of spiritual 
rule, has owned and controlled the thoughtless of 
all ages. 

General principles and philosophy are also a 
very unsafe guide, and even a dangerous one, if 
they do not rest upon the safe basis of scientific 
knowledge. 

Beside, we cannot understand the spirit of our 
own time nor choose the right means for achieving 
our own purposes without a knowledge of the ele- 
ments of science, industry and social philosophy. 

The Church fashioned our old institutions, and as 
she is the only road to heaven and the saints lived 
in her early days, so is Latin the only way to hu- 
man culture and only the ancients were perfect. 
The modern culture, with its new elements of free- 
dom, industry and commerce, is the mother of our 
new schools of science and industry for the masses, 



312 Classical and Scientific Education. 

and their deliverance from ignorance and its thral- 
dom. * 

It ill becomes the realistic Greek student to 
charge science with materialistic tendencies. It is 
through matter the spirit manifests itself. Material 
elements have often a great moral significance. 

What would become of modern civilization if it 
were deprived of coal, cotton or iron ? Industry is 
to culture and civilization what the body is to the 
soul. 

Industry, far from materializing us, forces us to 
the study of the laws and relations of nature, her 
products, the methods of gaining, treating and pre- 
paring them for the wants of men, and fosters the 
knowledge of the laws and conditions of nations 
with whom we are brought in contact. 

There is not an occupation — and if it were break- 
ing stones on the road — but affects ultimately the 
state and the very constitution of society. 

Industry, through the creation of wealth and the 
distribution of property, becomes the mother of 
civilization. 

Industry is progressive, promotes peace, favors 
labor — the condition of order — and science — the 
basis of its progress — as well as the higher arts, 
which alone satisfy increased wealth. 

Schools of science educate us for life and indus- 
try. It is hard to say what Latin and Greek edu- 



Classical and Scientific Education. 313 

cate us for. Or are we to take this very uselessness 
for ideality ? 

The achievements of science and industry are 
countless. Every day is marked by some new dis- 
covery, be it the compass, the telescope, the spec- 
troscope, the telephone, the power-loom, the steam 
engine, the locomotive, the sewing machine or the 
mower and reaper. Chemistry opens the way to 
the very heart of nature and leads to every profit- 
able manufacture ; its elements are the alphabet 
by which we may read every page in the book of 
nature. Geology discloses to us the past, as astron- 
omy does the future. What has Latin and Greek 
to put beside all this? We admit that the very 
remains of the ancient life of man are imbedded 
in old linguistic strata, and that the history and 
development of language are the history of thq 
race and of the human mind. But what has the 
miserable Latin and Greek of the schools to do 
with the science of language and its history? 

Almost seventy years ago Sidney Smith scourged 
classical pedants with his caustic wit, and said, they 
bring us up as if we were all to become village 
school teachers and spend our lives in declinating 
nouns and conjugating verbs. They despise the 
science of things and the knowledge of human 
affairs, and dignify their Latin and Greek stuff with 
the name of erudition. 
14 



314 Classical and Scientific Education. 

The learning of a language, beside the vernacular, 
may bring clearly and distinctly before the mind 
eveiy idea expressed in human language, assist in ; 
clear, exact and vigorous thinking, and develops 
the highly important power of abstract thought. 
But all this may be achieved just as well by learn- 
ing a living language, and even much better than 
by a dead one. 

Once the privileged few sought in school a sort 
of diplomatic shrewdness; and the impenetrable 
Latin fog made them appear to the masses like 
demi-gods. To-day, when the people rule, and 
private as well as public expenditure is large, some- 
thing more than mere shrewdness, make-believe and 
grand phrase — science, that increases and improves 
production, is looked for in schools. 

The masses cannot bend over books. The gen- 
eral fine taste of the Greeks was due to the element 
of culture in their public institutions; and univer- 
sal culture among us is only possible if the industries 
in which we all are engaged assume the character 
of art and science, and become thereby a school of 
culture for us all, as public life was for the Greeks. 

Once life was monotonous and the imagination 
needed a stimulation word-culture afforded. To- 
day life is only too exciting, and nothing but sober 
science can bestow what is wanted — prosperity, the 
basis of universal civilization- 



Classical and Scientific Education, 315 

We, too, had for many years neither eyes nor 
ears for anything but the poetry of the ages and 
the dreams of philosophy. Arabic and Sanskrit 
trifles, Hke Latin, Greek and other literary trash 
came all in for their share of our attention. And 
to-day we freely confess, had we less indulged in 
idle curiosity and literary vanity, but by washing 
and combing a few forlorn boys, made of them 
decent members of society, the world would have 
been the gainer, and we should have lost nothing 
by it. 

Men seem to escape one error only to fall into 
another. We have no more faith in the jargon of 
the creeds, but put our trust in the jargon of the 
schools, and men neglecting to do the good work 
at their door think to lay the world and civilization 
under obligation by talking about Arabic and 
Sanskrit. 

Our classical students have much to say about a 
formal ideal culture and the beautiful. But are 
these grammatical pedants not notoriously awkward 
in their taste? And is the genius for art and the 
beautiful not rather an inspiration than a scholastic 
acquisition ? 

Is not the flood of grammatical, archaeological, 

.mythological and literary notices accompanying 

every line of the classics sufficient to destroy all 

poetic charm? And what can a tyro in the ancient 



3i6 Classical and Scientific Education. 

languages know of the beauties of an author of 
whom he has read but a few scraps ? 

We leave it to the judgment of anybody, what is 
more apt to develop formal ideal culture, a heap 
of arbitrary grammatical observations or the study 
of nature, which is a systematic series of interde- 
pendent relations and an organic whole, every part 
of which is the embodiment of a beautiful law. 

Or does the formation of the root, branch, leaf, 
bud and flower in a plant and its contemplation not 
contribute as much to the ideal and formal culture 
of the student as the memorizing of the prefixes 
and suffixes of declensions and conjugations ? 

How utterly false is the assertion that the study 
of the material world is less rich and suggestive 
than the so-called humanistic studies. 

The simplest mineral, beside its physical proper- 
ties and uses, leads us to the contemplation of its 
chemical composition and geological relations, and 
thus carries us back to the past history of the globe. 

But when we consider that nothing in the state, 
religion or life of the ancients, their slavery, gladi- 
ators, unmentionable vices, cruel tyrannies, etc* 
comport with our taste and civilization, can it be 
wholesome for the heart and mind of the student 
to attach himself to the classic phrase which, what- 
ever its form may be, is substantially ignoble ? 

How infinite, rich and real are the laws and ob- 



Classical and Scientific Ediicatio \ 317 

jects of nature and its kingdoms and their relations 
to man. What a study, and what an opportunity 
for culture, for observation, reflection and self-im- 
provement ! 

Science and industrial schools use nature and the 
living present as educational means, as the Greeks 
made use of their own day, who, verily, did not 
trouble themselves v/ith the grammars and literary 
remains of a still more remote antiquity. 

Mathematics, astronomy, physics and chemistry 
are said to deal in definite quantities and relations, 
and the process of reasoning in these branches is 
too much in a straight line, while in human affairs 
we must be on the outlook in every direction. But 
does not the past history of the globe and the for- 
mation or upheaval of mountain chains, the forma- 
tion of s^as and rivers, the change of climes, the 
migration of plants and animals — does not meteor- 
ology, does not political economy, the philosophy 
of history and a host of other highly useful sciences 
afford infinitely superior instruments for the devel- 
opment and culture of general reasoning than musty 
Latin and Greek grammars and vocables ? 

Physical nature is not a stranger to moral rela- 
tions. Columbus, Copernicus and Newton have by 
their physical discoveries revolutionized the world 
of human relations. And Humboldt, Oersted and 
Darwin have changed the whole tenor of human 



3i8 Classical and Scientific Education. 

thought in our own day. Watts, Stephenson, Ark- 
wright and Morse have by their discoveries of steam, 
the railroad, the jenny and the telegraph thrown 
humanity into an altogether different mould and 
created a world of new moral relations. 

Science and industry are not by any means purely 
materialistic, but rather highly humanistic in many 
of their relations and tendencies. 

The wealth and prosperity of nations depend 
upon their exploring the lav/s of nature ; and the 
knowledge of- the true, beautiful and sublime in 
nature is wonderfully linked with the useful, aptly 
remarks Humboldt. 

Nothing, says Oersted, is more elevating than 
the knowledge of the ever-constant laws of nature. 
Science, says the same savant, a help to industry, 
leads to work, while a fanciful culture leads man 
away from his work. 

That the classical studies, which are hardly any- 
thing else than grammar, cultivate the moral feel- 
ings, hardly deserves a refutation ; while, certainly, 
the study and contemplation of the physical uni- 
verse in more than one way cultivate the finer feel- 
ings of man. 

Everything, says Guyot, is order and harmony in 
the universe, because it is the thought of God. 
This sublime unity in the infinite variety of things 
-is one of the many voices of nature audible to a 
susceptible heart. 



Classical a7id Scientific Education. 3^9 

The collegian may melt into ecstasy at the beauty 
of a landscape ; the scientific student is led by the 
observation of a pebble or a piece of chalk to a 
thousand facts and relations past and present, from 
which he construes a landscape, or an order of 
things that existed millions of ages ago. 

The observation of nature is a school for the 
senses, which the linguistic student uses but very 
poorly, so that he can hardly be said to see, hear 
or smell with correctness. 

What stupidity to maintain that we can better 
form our minds by reading the words of Homer or 
Sophocles than by reading the eternal thoughts 
of the infinite Spirit written in flowers, rocks, trees 
and milky ways ! The Iliad is but a syllable — if as 
much — in the great book of existence. 

Not languages, but science, was the password to 
Plato's academy, over the entrance of which we 
read the inscription : " Let none ignorant of geom- 
etry enter here." 

The utter dissimilarity of antiquity has been 
made an argument in favor of its study by us 
moderns. We have learned to be surprised at no 
sophistry. How much nearer the truth is the argu- 
ment that antiquity being entirely dissimilar to our 
own world, whatever we learn about it is, for want 
of analogy or association of ideas, forgotten as 
soon as we lay the Latin and Greek books aside 
and enter upon this new, modern world. 



320 Classical and Scientific Education, 

Man is but part of nature, and to know himself 
and the laws which govern him, he must know na- 
ture. To know nature is to know himself. 

Prof. Youmans says very significantly, the sim- 
plicity in the structural elements and the complex- 
ity of the whole in nature as well as in the brain, 
are such as to make the phenomena of the one the 
fittest instrument for the development and culture 
of the other. 

What wonder that, as Matthew Arnold confesses, 
young men at the university exhibit a slackness, a 
sleep of the mind, a torpor of intellectual life, a 
dearth of ideas, an indifference to fine culture, a 
disbelief in its necessity, spreading through the 
bulk of our highest society and influencing its 
rising generation. 

Train our young men in the love of the race, and 
teach them what appertains to our own life, cul- 
ture and happiness and not fragments about Greece 
and Rome, and their attention will be at tiptoe. 

It is too absurd to study Latin and Greek for 
the sake of understanding English ; for, then, we 
should have to study the Sanskrit and the Zend 
also, and, with still more reason, the Anglo-Saxon, 
Old English, the French and the Provengal. But 
where have we the guarantee for living to an old 
age sufficiently advanced in which we might per- 
chance get at our own mother tongue ? 



Classical and Sciejitijic Education. 321 

Did the Greeks so study their language? Why, 
then, should we ours ? To know a language is one 
thing, to know its philology is quite another thing, 
and as a rule men who know the one are ignorant of 
the other. The greatest grammarians are the poorest 
writers, and Homer, Sophocles, Dante, and Shake- 
speare have written before a grammar or dictionary 
of their respective languages was in existence. 

Political culture, parliamentary eloquence and 
patriotism, we certainly can derive as well from our 
own countrymen as from the Greeks and the 
Romans, who are hardly intelligible to us at a dis- 
tance of more than two thousand years ; and 
modern nations, like France and England, so much 
nearer and comprehensible to us, are more instruct- 
ive because more applicable to our condition, which 
is not unlike theirs. Or must we go to Greece 
and Rome to learn to be Americans ? 

There is unquestionably beauty in the severe 
simplicity of tlie works of art of the Greeks, but the 
immaculate nature of 4he Greek ideal and its in- 
approachable excellence and perfection are dogmas 
akin to those of the old Church and the infallible 
Pope. The Greeks were no more ideal men than 
we or any other can be. We all are one or another 
thing, we are Greeks, French, Germans, English, 
Americans, etc., and ideal men exist only in the 

imagination. 
14* 



3-22 Classical and Scieiitific Education. 

The world has not stood still in art no more than 
in any other thing, and poetry, sculpture, painting 
and architecture have advanced beyond what they 
were in ancient Greece, nothwithstanding the as- 
surance of men who would make us believe the 
ancients were infallible and immaculate in art and 
in matters of church and religion. 

But let us look a little closer at this would-be 
ideal world of the ancients, to which we so anxious- 
ly send our sons and daughters for examples. Let 
us look at Athens with its narrow, filthy streets, 
mean dwellings, public halls and temples. Slaves 
meet us at every step, the temples are reeking with 
the blood of victims, the state is filled with party 
strife, revolutions follow as fast upon one another 
as thick clouds in stormy weather ; the great patri- 
ots are rewarded with ingratitude ; the party that 
wins murders the party that loses, and plunders it ; 
the sweetness and sacredness of quiet family life is 
hardly known, neither the amenities of modern life ; 
newspapers, picture gallerie*, or our quiet places of 
amusements are not known ; boxing, prizefighting 
and the like pleasures, are national ; war is almost 
incessant, and the taxes are very high. In Rome 
the abominable combats with wild beasts or men 
in the arena of the colosseum are the great delight. 
Education is left to the slaves ; public information 
is at a low ebb ; industry supplies but poorly the 



Classical and Scientific Educatioji, 323 

wants of men ; a well-regulated state or religion is 
not known ; superstition reigns supreme, and the 
flight of birds and the mutterings of an epileptic 
priest decide the most important political events 
involving the existence of the state. 

It is hard for us to emancipate ourselves from the 
old Catholic superstition, that there is no soundness 
in us, and that truth and beauty lived and died with 
the ancients, though the masses were slaves and 
women were treated not much better, and infants 
worse. Strangers were called barbarians, and on 
all possible occasions sold into slavery. There was 
but little humanity in the general arrangements at 
Athens and Rome. National pride and barbarity 
ev'^n rose to the bloody infamy of human sacrifices. 
Passion and ambition did not recoil from civil war 
and oppression, and rich as well as poor were cor- 
rupt and venal. And from the literature of such 
nations our sons and daughters are to learn hu- 
manity and ideal culture } 

If there is any such ideal in their literature, the 
tyro, bewildered with the ten thousand difficulties 
besetting the reading of a language dead for two 
thousand years, cannot find it. 

Does any one seriously contemplate that nature, 
painting, lithographs, and drawing cannot develop 
our aesthetic powers and fill the place of heathen 
mythology? If the gods of Olympus v/ere really 



324 Classical and Scientific Education. 

so potent, we ought to recall them by all means, 
and become pagans again. 

Modern nations need not go for patriots and 
statesmen to Rome, with its bloody Caesars, or 
to Athens, with its demagogues. 

But even if antiquity had unequalled politicians 
and historians, they would naturally be beyond the 
comprehension of youngsters, and would, therefore, 
be without educational value to us. 

Homer, Sophocles, Thucydides, Cicero, Virgil, 
Horace and Tacitus have not written for youths, 
who, not penetrating them, cannot be improved 
by excellencies which are beyond their mental reach. 

As far as composition is concerned, our modern 
languages, so easily learned and so useful in many 
regards — at least the French, Italian, German and 
English — are as grand and spirited, and certainly as 
logical and perspicuous as Latin or Greek. 

The shallow cosmopolitan indifference that un- 
derates national pride and honor is the forerunner 
of national corruption and decay. One of the great 
duties of public Education is to strengthen and ele- 
vate the national feeling and love of country, and 
to foster the better genius of the nation. 

A thorough acquaintance with the English lan- 
guage, its poets, historians and philosophers, would 
far more benefit us than the present Latin and 
Greek pretense. . 



Classical and Scientific Education. 325 

Modern nations have poets equal to any of an- 
tiquity, and, certainly, historians and philosophers ; 
but their scientific writers and thinkers are un- 
questionably more exact and solid than any Greece 
or Rome had produced, and these modern lan- 
guages and literatures are infinitely richer in pro- 
ductions and are more applicable to educational 
purposes than the languages of antiquity. 

The antique state was despotic, whatever its 
form was. With modern nations freedom of the 
individual and organic development are founda- 
tion principles of civilization, and these we best 
promote by the study of great modern authors. 

The great Vico deprecates the influence of the 
ancient poets on the passions. Their heroes are 
not only without humanity, but even without man- 
liness. Agamemnon pierces his unfortunate sup- 
pliant with his spear, and setting his foot upon his 
body pulled it out. Hector drags through the dust 
dead Patrocles, as Achilles does Hector; and the 
Greeks are represented, one after another, stabbing 
the dead remains of the latter hero. Sovereigns 
are massacred and their bodies left a prey to dogs 
and vultures ; sucking infants are dashed against 
the pavement, and ladies of highest rank are made 
to perform the lowest acts of slavery. Blood, fraud 
and meanest cowardice are the features of Homer's 
brutal heroes. Murder is no sin with Homer, 



326 Classical and Scientific Education. 

neither fraud degrading, nor cowardly skulking be- 
fore superior strength unbefitting his heroes, who, 
being cruel and inhuman, are not truly heroic, 
though eminent for savagery. 

Hecuba, in Euripides, is chained like a dog to 
Agamemnon's gate. Prometheus, in ^schylus, is 
fastened by a chain, nailed one end to a rock, and 
the other end to his breast bone. In the Electra 
of Sophocles a woman is represented murdered by 
her children. In the tragedy of Alcestis, Admetus 
insists upon his beloved wife to die for him, 
and scolds his father indecently to do the same 
thing. 

With such brutal and cowardly acts these writers 
are teeming, and they are held up to us as our 
models. What wonder, then, that there is so little 
moral progress among us ! 

We do not like to lift the veil from what is most 
reprehensible in the Hfe and writings of the ancients. 
Their bordering on the brute state of man may be 
taken for an apology for that ; but they must not 
be forced upon us as patterns. We may cut out all 
the passages in which that animalism appears in all 
its nudity ; still, should we clear the classics of all 
that springs from that spirit, little would be left, 
and, hence, we protest against the idolatry made 
of the classics. 

So coars^ and indelicate were the Romans that 



Classical and Scientific Education. 327 

whipping was a punishment inflicted on even high 
officers in the army. 

To live by plunder was held honorable among the 
Greeks ; for it was their opinion that the rules of 
justice are not intended for the' restriction of the 
powerful. The policy of the Greeks and Romans 
in war was to weaken a state by plundering its 
territory and destroying its people. 

The Romans eternally warred upon other nations. 
Let us take LucuUus' behavior toward Cauca, a 
city he attacked, for it is but an illustration of other 
similar acts. They surrendered upon his promise 
to garrison them for their own protection. Instead 
of which he enriched himself by plundering the 
city, leaving 20,000 dead upon the spot. Caesar, 
Pompey, Crassus and all the other Romans were 
men of rapacity and lust ; and as their deeds are 
learned by our youths in an old and difficult tongue 
they fall deep into the soul and form their hearts 
and minds upon these execrable models, and, hence, 
our cruel disregard for the victims of our greed. 

When we consider men, such as Sir Robert Peel, 
Lord Brougham or Ashley, and their life-long 
labors in the British Parliament in behalf of the 
working people, does it not seem as if the genius of 
humanity and industry presides over us to-day, and 
that under its inspirations the rising generation 
would make better men, than under the influence 



328 Classical and Scientific Education. 

of rapacious Rome or cruel Greece? It may be 
well for the man to know what was practiced at 
Greece, Rome or somewhere else ; but must we, 
therefore, make the minds of our susceptible youths 
the sinks of execrable wickedness ? 

We belie, degrade and render weak and ineffi- 
cient our modern standard of moral excellency, 
which is a pure spiritualism, by making our models 
in Education the ancients, the life and soul of whom 
are rapacity, power, lust, deep dissimulation — as 
bloody Caesar playing democrat or Cicero augur, 
consulting mice and chickens on mighty affairs 
of state — and a sensuousness bordering on pure 
animalism. 

Let none think that the intellectual culture, gen- 
erally derived from the study of the classics, out- 
weighs the moral disadvantages ; for, if we take 
the results of the inquiry of the Royal Commission 
on Education of Great Britain, a most insignificant 
minority of the students of the best colleges of 
England are at all profited by their Latin and 
Greek. " The number of well taught classical 
scholars at the university notoriously form a small 
proportion." " Very few coming from Christ 
Church, Oxford, to the university can construe 
accurately in Latin or Greek a piece from an 
author they have studied. It would be useless to 
try them with a new passage, a test they could not 
stand at all." 



Classical and Scientific Education. 329 

Dr. Fitch says before the British Association for 
Social Science : " Of the many who have studied 
Latin, how many of them ever open a Latin book? 
How many have caught the spirit of ancient Ro- 
man Hfe or poHty, or acquired an insight into 
Roman Hterature, or have a trace of their school- 
Latin left on their minds and opinions ? 

" The study of the classics usually ceases before 
the student begins to profit by it, and is, therefore, 
utterly useless. It is like mounting up a steep hill, 
and then stop outside the temple on the summit." 

" The study of the classics comes in far too many 
cases to absolutely nothing ; that it rather deadens 
than awakens thought ; that it stimulates no liter- 
ary appetite, and that it is not even indirectly 
helpful in enabling the pupil to write his own lan- 
guage with fluency and grace." Mr. Fitch, speak- 
ing before the British Association in this manner, 
is recognized by this most learned body as a man 
of great authority and experience in Education, 
having been the principal of eminent training col- 
leges and holding the position of one of Her Maj- 
esty's Inspectors of Schools. 

Dr. Hey gives his testimony as to the many 
hopeless youths sacrificed in the Latin schools to 
the hopeful few for the sake of making a good 
verse maker. 

The royal commission and the witnesses brought 



330 Classical and Scientific Education, 

before them, though all classical men, admit " The 
public Latin schools send out the ablest scholars 
and also the idlest and most ignorant men." " Of 
the time spent at the Latin schools by the gen- 
erality of boys much is absolutely thrown away, 
etc." " With a great mass of men it takes them to 
twenty or twenty-one to construe a Latin and 
Greek book they have studied already at school, 
to master three books in Euclid and to solve a 
quadratic equation." * 

But, notwithstanding these unwilling confessions, 
the very able men of the Royal Commission on 
Education are statesmen, and as long as the dom- 
ineering spirit and the diplomatic ability of pre- 
lates, nobles and kings are to be trained, for such 
work the schools of the Caesars and of the Athen- 
ian oligarchs arc by their nature most fit, and, 
hence, their high encomiums upon Latin and Greek 
for the high classes in society. 

We see the impediment to progress in so many 
symbols as there are words in the Chinese Ian- • 
guage, which the scholar has to learn before he can 
give himself up to the acquisition of valuable 
knowledge. But is our devoting years to Greek 
and Latin grammar any less retarding us in our 
progress ? • 

The question has often been propounded before, 
why do men so rarely continue their Education 



Classical and Scientific Education. 331 

and self-improvement on leaving school ? Our 
answer is, because during their school years their 
brain powers or molecules have been absorbed by 
the impressions of useless things forced upon their 
attention, and on their entering the world things 
can make but a dull impression on minds scribbled 
all over. Teach children what has a bearing on 
their future occupation, and it will turn up in their 
mind with freshness ; it will shed light on and 
deepen similar impressions and ideas, and form 
between them all possible interconnections of cause 
and effect, setting them thus to think and improve 
and educate them through life. 

Admitting the Greeks and Romans were the first 
in civilization in the order of time ; must we, on 
that account,. waste our years on them? Must we 
ride on a log because this was the shape and nature 
of the original wagon before the wheel — not to 
speak of steam — was invented ? 

Much of what we advance has been said before 
us by Locke, Vico, Lord Kames, Korner and oth- 
ers, but is not less true for that, and will be re- 
peated after us until it is profitably applied by the 
schools. 

Has there no progress been made in civilization, 
or the art of thinking and writing? If the hundred 
generations of philosophers since the days of Greece 
and Rome — for every generation has its philoso- 



332 The Proper Employment of Time. 

pliers — have not sufficiently improved upon one 
another in that long stretch of time so as to lose 
out of sight in the gloom of the past Greece and 
Rome, pity man and his poor capacity. He better 
give up at once the futile attempt of ever learning 
or knowing anything and set about eating grass 
like any other ox. 

Hosanna ! it resounds from all over the land, 
great is the goddess Diana! Let pedagogues 
moderate their shoutings and their fears, our rail- 
ings will injure neither the goddess nor their trade, 
for, if peradventure we have said anything sensible, 
the crowd will be sure not to mind it. 

THE PROPER EMPLOYMENT OF TIME. 

We do not trust business transactions to the un- 
aided memory ; why, then, should the golden sands 
of life be allowed to run down without a daily and 
hourly account? Time, says our immortal Frank- 
lin, is not short, but poorly managed. The relations 
of life are too multifarious to be properly attended 
to if left at loose ends. Self-knowledge, so mate- 
rial to self-improvement, requires an exact account 
with ourselves, and the sages of all ages, down to 
Bacon, Montaigne and our own Franklin, have all 
insisted upon managing our time and keeping a 
systematic journal, in which we render account of 
our hours and very minutes. 



The Proper Employment of Time. 333 

Such an account will keep us in mind that our 
life is not wholly our own, but belongs to the race. 
Our cash account does not add to our cash — the 
account of our inner life is a most valuable addition 
to our spiritual capital. We keep strict account of 
our means and let the power that creates them 
float away unheeded. A continual watch over our 
thoughts, desires and actions will grow into a 
spontaneous self-control, until, in the course of 
ages, action, reflection and self-control will be one 
and inseparable in the race. » 

A strict training to a steady and regular employ- 
ment of time is an excellent means for the forma- 
tion of habits which, growing functionally and or- 
ganic, become in the end unmistakable features of 
the race. 

Only through the close observation of the self- 
recorded thoughts and feelings of ages will we at- 
tain a veritable mental science, which is alike indis- 
pensable for a correct Education, the treatment of 
criminals and the insane, the government of men 
by laws, and for a proper conduct in life. 

To record honestly, therefore, our inner life, is to 
lay a foundation, without which every science of 
man, his life, actions and happiness is impossible. 

The slow moral progress is a sad riddle to many. 
But does improvement in morals not mean im- 
provement in self-government ? And how can we 



334 Men, Women and tJuir Spheres. 

improve in this, if we do not improve in self-knowl- 
edge by keeping a steady watch over the employ- 
ment of our time, life and actions. 

MEN, WOMEN AND THEIR SPHERES. 

The preservation of the race being the end of 
Education, man, as the natural provider of the 
family, must be industrially educated ; and woman, 
the mother of the race and the guardian of the 
family, must be brought up with a view to these 
her natural functions, which are to-day sacrificed in 
a most pernicious manner — both in school as well 
as in the factory — to the most material injury of 
the race. Life is much shorter in districts with 
textile industries, where women work, as a rule, in 
factories ; and our daughters, who are put through 
the higher course of studies in our seminaries and 
high schools, do not, as a rule, enjoy the good 
health their mothers did. 

Forgetting that language is as often the medium 
of error or falsehood as of truth, we make reading, 
writing and speaking the whole of Education. We 
ought to remember that the art of reading and 
writing is not culture, it is the mere opportunity 
for it, and is often unused and forgotten by the 
masses after they have acquired it. The aim of 
popular Education must be something higher and 
more substantial. Next to the preservation and 



The Science of Things. 335 

improvement of the race, the chiefest care of Edu- 
cation must be industry, which alone can lead to 
universal culture and the reign of eternal truth and 
justice, or the kingdom of God upon earth. 

INDUSTRY, HEALTH, COMFORT AND HAPPINESS. 

Industry must take the place of sloth and idle- 
ness — the fountain head of pauperism and all the 
hellish brood at its heel — and the satisfaction aris- 
ing from an intelligent and well-ordered activity 
must banish the unhealthy craving after low pleas- 
ures with their demoralizing effects upon individ- 
uals and communities. 

The preservation of the race being the true end 
of Education, the comfort, health and happiness 
of the individual must be all secured, and, hence, 
the science of life must take the place of the empty 
formalism of word teaching. Food, fabrics, houses, 
windows, stoves, and the bearings of the like 
things upon human health and happiness, are mat- 
ters falling under the observation of the senses, 
plain to the young understanding, and are best 
suited to prepare for further scientific knowledge 
and practical work. 

THE SCIENCE OF THINGS. 

The science of things and common sense must 
be brought to bear upon the health and comfort ol 



336 The Science of Things. 

the individual, and our elementary course of in- 
struction must be made as full of things as it has 
hitherto been full of words. 

The effort scientific England is making to lift up 
the masses to a higher level of culture and well- 
being through spreading among them the rudi- 
ments of a scientific knowledge of the things of 
life, art and industry, industrial training, cheap 
publications, art, industrial and economical mu- 
seums, command our attention, and exhort us to 
enter with like earnestness upon the same work. 

French, piano, dancing-masters, and the semi- 
barbarous, haughty and disgusting airs of ridiculous 
vanity notwithstanding, as far as solid excellency 
is concerned and the things leading to usefulness, 
efficiency, health, comfort, goodness and happiness, 
not the first step has as yet been taken in raising 
man rightly ; and yet this is the highest work of 
the state as well as of the family. 

We grow, of course, by the law of nature and by 
necessity; but man ought to be his own maker 
and the state ought to b^ a providence shaping man 
to a noble purpose. There is nothing greater nor 
more divinely beautiful than a noble man or wom- 
an, and the time will come and is even near at hand 
when a child from the cradle to full maturity will 
be physically, morally, intellectually and industri- 
ally the tender care of the state as well as of the 
family. 



The Cultivation of Altruism. 337 

If the system we propose is utilitarran, our prin- 
ciple of utility is of the highest order, referrirfg, as 
it does, to the preservation and improvement of 
the race. To-day, alas ! we make money, and 
unmake man ; but we shall soon find out that 
even in the material order of things the making of 
man must precede the making of money. An 
efficient industry requires health and science, and 
a prosperous commerce is impossible without con- 
fidence and honesty, which rest upon a universal 
moral consciousness. 

THE CULTIVATION OF ALTRUISM. 

We may daily hear in the shops or read in the 
works of philosophers that old prejudices are dying 
away and new ideas are acquired, but society is not 
improved. Still, John Stuart Mill adds in his me- 
moirs, this cannot be due to the unalterable dis- 
position or nature of man. For just as well as Edu- 
cation, habit and public opinion make men willing 
to fight and die for the state, they can also be dis- 
posed to work for the good of society. 

Race Education as a whole and a system re- 
placing selfish individualism by an altruistic dis- 
position rendered hereditary by the training of 
generations, will ultimately save humanity from 
the miseries and troubles of the present fratricidal 
struggle, and mitigates the want and the sufferings 
IS 

■4Sf 



338 Laborers Must Make their Own Market, 

of the masses of to-day by insisting upon a varied 
indi^trial training as one of the chief elements in 
the Education of the people. 

LABORERS MUST MAKE THEIR OWN MARKET. 

The connection between ever-recurring stagna- 
tions of trade and the uncertainties of foreign com- 
merce has long been noticed, but the deeper and 
more universal cause of the restriction of the home 
market, and its possible removal, have hitherto es- 
caped economists. The producing masses living in 
large cities have no means left for purchasing man- 
ufactured articles, rent and provisions consuming 
their wages. With our present powers of locomo- 
tion, this difficulty can be surmounted, and the e^x- 
cess of the mischief of city life in every other direc- 
tion, as life, health and Education, will soon force 
us to seek relief from these and other troubles in 
suburban residence. 

The reader may suspect us of forgetting that we 
are writing about Education, as we obviously lose 
sight altogether of Latin, Greek, grammar, stump- 
speaking and the like school accomplishments of 
the present day, considering, as we do, mainly the 
housing, clothing and feeding of the people, their 
health and decent living, all of which being achieved 
not so much by each striving for himself as for hu- 
manity, we leave refinement and culture to take 

3^ 



Laborers Must Make their Own Market. 339 

care of themselves. To this we plead guilty, but 
hope for an honorable acquittal at the bar of the 
future. 

The present movement of the population toward 
large cities gives ascendency to deteriorating ten- 
dencies, and is an important question of civilization. 

For, if the people are not sound in body, neither 
can they be sound in mind., government, or poli- 
tics. Corrupt blood necessarily produces corrupt 
morals and institutions. The hectic flush of a con- 
sumptive people is apt to repeat itself in the ap- 
pearance of the state and government, as private 
madness is apt to end in public folly, and private 
suicides in civil war, in which a nation ends its own 
life. 

All great statesmen, writers and economists agree 
that nothing is more apt to lay a firm foundation 
for social order and conservative interests in a so- 
ciety of democratic tendencies than a multitude 
of small property owners, in whom the state is 
always certain to find the element of order and 
the spirit of industry and peace. This system of 
small properties, introduced by Napoleon in France 
and wherever his arms proved victorious, has been 
long on trial ; and the economy, the prudence, the 
industry, the order it spreads, have everywhere 
brought it in favor. The wildest revolutionary 
elements of the large cities of France have been 



340 Laborers Must Make their Own Market, 

unavailing against it ; and in this republic, too, 
nothing but a solid wall of small industrial property 
owners will secure the peace of society. 

Capitalists will find it as well to their advantage 
as to the advantage of the laborers to locate in the 
country. And how vastly preferable is to the young 
the companionship of nature with her sublimities 
and beauties to the dense city with its crowded 
lanes and squalid abodes — nurseries of meanness, 
vice and crime. 

Capital, labor, human life, government and civili- 
zation would not only be great gainers by the in- 
dustrial classes domiciling themselves on the lands 
surrounding our large cities, but their very exist- 
ence imperatively demands it, as the moral poison 
engendered where great masses of population con- 
centrate, is positively destructive to the social health 
of society. 

The city breeds moral, social, economical and 
political pests and is the hearth of general disorder. 
Vice, crime and corruption among high and low 
are at home there. Close contact between the 
rich and opulent and the poor and the miserable, 
fills the latter with bitterness, which ends in strikes 
and agrarian disorders. Matrimonial bonds, reck- 
lessly formed by the hopeless laborer, swell the 
population beyond reason. Then come the pests, 
crowding breeds, which are more destructive, be- 



Laborers Must Make their Own Market. 341 

cause more constant than the pests of the Middle 
Ages. In three generations the city laborers are 
swept away with nothing left behind them but 
plenty of graves, showing by their small size that 
their occupants had but few days here, and these 
full of misery. The country population fills the 
gap, to be soon' swept away like those of whom 
they took the place. And thus the moloch of the 
city devours the children of the land, until all 
health is gone. In the moral confusion attending 
such social corruption the turbulent and the am- 
bitious soon find their account, and the govern- 
ment proves as short-lived as the people. 

The country gives the laborer a home ; it gives 
him plenty of heaven's pure air, light, pleasure, 
sensibility, happiness, contentment, health, energy 
and peace and good-will. It gives him stability, 
character and efficiency, and personal consideration. 
In the city he dies from want of all this. His heart 
fills, therefore, with bitterness. He is a houseless, 
forlorn vagabond, full of unrest and unstable, with- 
out property, a home or anything to live for or to 
look forward to and hope for. He feels as an out- 
cast, an Ishmael, with everybody's hand against him, 
and his hand is, therefore, against everybody. 

An intelligent and industrious people, with our 
vast country for our home, under the sweet influ- 
ences of green fields and the smiles of the wide 



342 Laborers Must Make their Own Market. 

heavens upon us, our future might be as long as 
God's own years ; but double our tenement popu- 
lation and we perish. Still, how is it with London, 
Paris, Berlin, Vienna and the like cities ? Well, 
they are hotbeds of revolution, burning craters 
watched by half a million of soldiers, whose organi- 
zations can only be kept up by an occasional war 
costing the trifle of a half a milliard. 

But what has all this to do with Education? 
Simply this, that with a tenement population the 
Education of the heart, mind and morals is abso- 
lutely impossible. 

A healthy community is impossible without the 
union of the schoolhouse, the home and the work- 
shop, symbolical of the head, heart and stomach 
of which they have respectively to take care. 

The sacredness of human life is the ethical aspect 
of Education, the natural function of which we have 
shown to be self-preservation. 

The bloody strife has but been transferred from 
the battle-field to the exchange, but the victims 
are as vitally affected in the one case as in the 
other. If common laborers are not sure of their 
to-morrow's bread, capitalists are no more safe nor 
spared ; though with them it may be a matter of 
months or of a few years. According to mercantile 
statistics but 5 merchants in 100 in Boston, 4 in 
100 in New York City and 3 in lOO in Philadelphia 
succeed in business. 



Laborers Must Make their Own Market. 343 

The fact is, modern life has not as yet accommo- 
dated itself to the great revolution of our grand 
industry working with steam and machinery. 

The new system requires manufacturing on the 
largest scale for the largest market. Cheap manu- 
facturing alone does not answer ; for, when wages 
are very low, the masses cannot be consumers of 
articles of manufacture ;^ business comes, therefore, 
to a standstill and a deadly stagnation follows. 

As international commerce has taught us that 
the prosperity of neighboring nations is indispen- 
sable to our own national success, so does the 
necessity of a home market teach us the necessity 
of caring for the prosperity of our own people. 

Nothing but a thorough industrial Education 
and understanding of the economical interests of 
society can lead to the necessary union between 
labor and capital, and give peace and prosperity 
to the present disturbed and suffering industrial 
world. 

As machinery is expensive, rapidly wearing out 
and liable to be superseded by mechanical improve- 
ments, it must be used to its full power, especially 
as the additional cost is not at all in proportion to 
the increased production, and, hence, the tendency 
to over-production, over-trading, financial crises, 
business stagnations and want of employment. But 
even in times of prosperity the usual trades cannot 
afford to pay for the labor of one man wages suf- 



344 Laborers Must Make their Own Market, 

licient to buy for his family bread, meat, lard, but- 
ter, milk, vegetables, clothing, to pay his house rent, 
incidental house expenses and insaare him against 
sickness and death. It is evident a man must have 
all this ; still his claim upon it is not a question of 
right, but of fact. Does he produce it ? he certainly 
does not. Communism, socialism or co-operation 
do not solve this problern, which becomes more 
troublesome daily with the increase of improved 
machinery, the increase of population and the de- 
crease of real wages. To our mind there is but 
one solution of the social question arising from the 
new condition of things, which is, in proportion as 
the increase of improved machinery supersedes hu- 
man exertions, man must employ his labor more 
upon the soil, in which rooted, he will like a firm tree 
weather every storm. Every workman must have 
his house and his acre, he must raise his meat, his 
milk, his butter, his vegetables, live rent free, and 
with his factory labor he must provide for all other 
family wants. There is hope and encouragement 
in the acquisition of a homestead. A man should 
not be paralyzed by the fear of houseless misery, 
neither should all his wants be secured to him with- 
out the full display of his energies in his daily labor. 
The rendition of man to the soil removes a thou- 
sand complications. 

Unscrupulous demagogues incite the masses to 



Laborers Must Make their Own Market, 345 

claim the share due to capital. Thoughtless capi- 
talists propose no remedy, and call upon the armed 
power to put down the strikers who, of course, have 
no right to disturb the public peace. But hunger 
does not stand upon right, it asks for bread. Mean- 
while riot upon riot demoralizes the people, class 
is arrayed against clasS; and anarchy and despotism 
are growing upon us until at last we cannot sleep 
in peace without an army standing watch over us, 
and industry is ground between the upper stone or 
a standing army and the nether stone or the starv- 
ing masses, and the expenses in which they involve 
the state in a thousand ways. To some there may 
be no problem in our present social condition ; 
bayonets and starvation will mellow down the 
work-people to work at half starvation wages. But 
if the masses are half starved, who are to be our 
customers ? and a system of labor which converted 
the people into a herd of vicious criminals and 
incendiaries is dear at any rate. We must improve 
the condition of the masses, for with them we live 
or sink in the end. Whatever assists the people 
in moving from the city to the country and aids 
them in acquiring homes there, contributes to the 
health, peace and prosperity of society, and spreads 
a healthy civilization. 

We have been driven to the conclusion, as ma- 
chinery supersedes human hands, labor must employ 
15* 




34^ Laborers Must Make their Own Market. 

itself on the soil ; but this is but half and perhaps 
the lesser half of the truth ; the more important 
part is, as the production of our material wants 
needs less labor, more labor will be bestowed upon 
man himself and upon his Education, and as this 
will be better understood, the blessings of machin- 
ery will be more appreciated. The fewer hands 
are needed for the production of articles of com- 
fort, the more and the longer can children be left 
to the school and its humanizing influences, and 
the more can woman devote herself in the school 
and the family to the work of Education, fitting 
humanity for peace, for order, for love and for 
happiness ; and the more can be shortened the 
hours of labor and manly toil mingle with study 
and contemplation. 

We dwell here only upon physical deterioration 
and its effect upon morals. But the action of every 
mental and moral power and faculty oscillates be- 
tween extremes, and, hence, the constant tendency 
toward aberration from the perfect and the danger 
of mental and moral deterioration. 

At one phase of civilization the reason and con- 
science of the age are all in a torpor ; at another, 
the one is all subtlety and the other sensitive to 
morbidity. And even at the same age all phases 
of civilization are simultaneously produced in peo- 
ple living in different conditions. 



Laborers Must Make their Own Market. 347 

One end of society living in want of everything 
inclines to brutality, while the other end living in 
luxury runs into effeminacy leading to corruption 
of another sort. 

The animalism of the masses must be corrected 
by the application of science to the common occu- 
pations of life, and the effeminacy of the over-refined 
must be overcome by the association of physical 
labor and exercise with intellectual culture ; for 
reason and the senses are correctives of one another, 
and must prevent the brutality of barbarism and 
the corruption of over-refinement ; and, hence, we 
see the necessity of combining science and indus- 
trial pursuits with the customary branches of Edu- 
cation as the correctives of the respective vices of 
the classes which occupy the opposite extremes in 
society. 



PART SIXTH. 



THE PEOPLE AND THEIR HOMES. 

As the homes are so are the people, is an adage 
Race Education cannot afford to overlook. The 
shell is no more part of the oyster than the home 
is part of the man, who is more made by his home 
than his home by him. What light and heat are 
to the plant, home is to man. As climatic influ- 
ences modify organic forms, so does home, the 
climate of man, ever modify man and his faculties. 

The plant is no more rooted in the soil than man 

is. Myriads of ages man has wandered in the 

forests and green fields under the sweet influences 

of the azure sky, and their presence is to him health 

and strength. This ocean of light and beauty 

streaming into the eye is the quickening power of 

the life and activity of the brain and the nervous 

system, to which it is what the vivifying air is to 

the blood. Death and disease, like vice and crime 

and every other poison, ripen in the shade, and are 

in very deed the work of darkness. Place man in 

his correct relation to nature, and every possible 
(348) 



The People and their Homes. 349 

discord disappears from the individual and collect- 
ive life of man. 

The country is man's natural home. In the city 
his health deteriorates and his intellect degenerates 
by lack or excess of mental exercise ; luxury or 
want debases his morals ; politically he is made the 
dupe of demagogues or is enslaved by tyrants ; his 
life is shortened, his very type is lowered, until with- 
in a few generations the stock itself becomes extinct. 

What disadvantages attach to the homes, or 
rather barracks, of the masses in the city, which are 
insalubrious in respect to light, heat, air, dampness, 
soil, construction and surroundings, besides the 
effect of fearful crowding, deadly competition, 
temptations to vice and crime, evil associations, 
causes and opportunities for envy, hate and strife, 
while in the country all the elements and surround- 
ings contribute to strengthen and invigorate man 
for his work and his duties, everything calming his 
passions and supporting his reason. 

We hold with the old tradition that man is not 
made to become Godlike in knowledge, but to 
work the ground ; and this command to cultivate 
the earth of which we are taken — which nurses us 
and to which we return — is binding alike upon 
princes, poets, tailors or presidents. We are all 
better off by complying with it, and invariably suf- 
fer for disobeying it. 



350 TJie People and their Homes. 

Every school should cultivate a taste for agricul- 
ture as well as for the mechanic arts. An hour or 
two daily devoted to the cultivation of a garden 
patch will add to our effectiveness in our calling 
by improving our health of body and soul, by en- 
livening us through change of labor or exercise, and 
by bringing us into a more living sympathy with 
nature, and the great masses, whose whole life is 
devoted to the cultivation of the ground. 

It has been well observed that as development 
in the organic world depends, according to Darwin, 
on variability and permanency in the genesis of 
forms, so is social improvement conditioned by le- 
gality and progress or conservatism and reform — 
which are in the political world, what the centri- 
petal and centrifugal forces are in the cosmos, and 
of which the one would end in the rigidity of death 
while the other would bring infinite division and 
atomic isolation. 

The city represents change and reform. The in- 
dividual is driven from position to position by a 
mass of events he cannot control. We are changed 
and carried away by a whirlwind of events. We 
hardly can collect ourselves or assimilate facts and 
experience into elements of internal growth, char- 
acter and a harmonious individuality. 

The country is conservative. There man can 
master the impressions which rush in upon him 



The People and their Homes. 351 

with less impetuosity ; and as they are coming less 
from the heated strife of an artificial world and 
more from objects of nature, their effect upon man 
is invigorating and less apt to incline him to 
feverish activity. 

Organization, stability and law were of the 
greatest necessity, when in the infancy of the race 

> 

communities were forming, and, hence, the agri- 
cultural state in which the legal and conservative 
spirit predominates was then most conducive to 
human civilization. After men have become order- 
loving, cities best serve the cause of civilization, 
by bringing life, motion and progress into human 
affairs. The present system of manufacture causes 
a steady rush into already populous cities, and dis- 
turbs the balance between the two principles of 
permanence and reform, represented by country 
and city, the union of which our means of com- 
munication render feasible, as the space our dwell- 
ings spread over becomes daily a matter of less im- 
portance,as we annihilate it by the power of steam. 

By associating the conditions of city and country 
life, we unite the progressive tendencies of the one 
with the conservative of the other, and thus keep 
up a healthy social development, while the country 
alone leads to death through stagnation, and the 
city through revolution to anarchy and dissolution. 

Freedom is the chief element of man's moral 



352 The People and their Homes. 

nature. But freedom is a fiction without power 
which property of some sort or other bestows. 
There is hardly manhood or dignity without as 
much property as will give a man standing room 
in the world. Property is, therefore, a moral neces- 
sity. In the Middle Ages, when the feudal lords 
owned the land, the industries in the cities gave the 
people a moral existence by giving them an oppor- 
tunity to achieve property. To-day, when the 
manufacturing interests in the cities are owned by 
our industrial lords, the people must acquire homes 
and property in the country or become again penni- 
less vagabonds without moral or political existence, 
the slaves of a regiine more powerful than any of 
the past. 

Manufacturing in large cities must give way to 
manufacturing all over the country, or the deteri- 
oration arising from trade diseases, combined with 
the deterioration peculiar to crowded cities, will de- 
generate humanity. And this putting side by side 
the manufacturer and the agriculturist, or the cotton 
and wool raiser with the spinner and weaver, is the 
solution of many a troublesome problem in social 
philosophy. For it decreases the machinery of 
transporting raw material and manufactured goods 
and turns men and capital engaged in the carrying 
trade into manufacturing, which is enlarged, while 
commerce, speculation, bank operations, panics — 



The People mid their Homes. 353 

always springing up from the latter or sudden call- 
ing in of credit — business stagnations and public 
distress will be lessened. 

Land without men and men without land are 
equally valueless. Combined they enhance each 
other's value. In proportion as men crowd into 
small areas, the land reaches a fabulous figure and 
a man's worth falls below that of the brute. 

Let men spread all over the land, and the value 
of both will be equally enhanced. Henry C. Carey 
says with much truth, by this law alone we can 
escape the miseries and not far-off revolutions of 
England, the civilization of which is the last an 
honest republic would try to install. Not foreign 
commerce, but home trade and manufacture we 
must enlarge ; the first is full of danger and uncer- 
tainties, the latter is safe and reliable. A country 
with resources sufficient for the support of 200 mil- 
lions population can grandly prosper on the inter- 
nal trade and manufacture of an industrial popula- 
tion of fifty millions. 

England, not as large as many a one of our forty 
^states, and with colonies all over the globe, seeks 
above all, foreign commerce ; and its economists 
pretend to favor this course upon scientific princi- 
ples. But a glance at the condition of England 
shows that foreign commerce carried on to excess 
is a curse to any nation. 



354 ^'^^^ People and their Homes. 

According to a late competent observer the elit^ 
of skilled mechanics in England, by rigid economy, 
may manage to subsist in tolerable comfort, though 
not without the wolf growling audibly at the door. 

Next rank the wages of the skilled craftsman. 
After supplying him with clothes and shelter, they 
leave him about half enough to eat. Half-starved 
clerks may be ranked with this class. 

Farm laborers, porters and the regular employ- 
ees of commerce, systematically famish upon their 
wages. 

Next comes the job laborer, who fasts when he 
can get work, and starves when he is without it. 

Lower yet is the shop girl, on duty fifteen hours 
a day, for a pittance inadequate to the supply of her 
necessary wants — the seamstress earning four shil- 
lings a week, slowly dying of over-work and priva- 
tion — and the servant girl to whom is doled out a 

shilling a week and one hour recreation once a 
fortnight. 

Lower still are millions without regular work, or 
home, or food, hopeless, starving, dying — literally 
dying upon doorsteps, where they have crowded 
for shelter under hedges, where they have lain 
down from the wind ; upon heaps of ordure, where 
they have groveled for the warmth derived from the 
reeking exhalations. The cities of England are 
crowded with this unhappy class of beings. They 



The People and their Homes. 355 

meet the eye upon every street — too numerous to 
attract attention or sympathy. 

Thus the very ehte of labor in England is famine- 
pinched and hunger-driven. Millions pine, hope- 
less, joyless, slowly famishing upon wages, insuf- 
ficient for subsistence, and the homeless outcasts of 
the cities perish for want of employment. 

With such a certificate from the famishing masses 
of England, we must be excused if, without giving 
here any further reasons, we prefer our American 
system to the commercial system of England, in 
which there is no more science than in the lion on 
the British flag. 

We dwell on the economical aspects of homes 
and dwellings, for whatever produces wealth pro- 
duces health and strength and civilization, and 
whatever destroys wealth destroys life and health, 
and spreads all the evils attending barbarism. 

There is no more powerful agency than home. 
Schools and compulsory laws are of no effect with- 
out it, and whatever undermines it must be put 
down as most hostile to the cause of civilization. 

Expensiveness of living in large towns makes 
pregnant mothers overwork themselves to the very 
hour of delivery, the result of which in the newly- 
born child is marasmus — constitutional weakness — 
the natural disease of the higher stages of old age. 
The same cause necessitates them to work in fac- 



35^ The People and their Homes. 

tories and to deprive their infants of their most^ 
natural food — the mother's milk — -through which 
they fall tenfold a prey to disease and death. 

The same expensiveness of living in large towns 
forces mothers to go out to work and leave their 
little ones locked up in an empty room where brutal 
isolation trains them to idiocy. 

This same expensiveness of living in large towns 
which has forced the mothers to leave their home 
for the factory, forces children to leave the school 
for the same place, and thus deprives the masses 
of their Education and the means of bettering their 
condition. Worse than all this, a home without a 
wife, without children, without any attractiveness, 
in which hardly anything but misery, death and 
disease are bred, make the family burdensome to 
men and women who, shunning such a state, avoid 
marriage and live in all sorts of vicious indulgences, 
ending in crime and corruption and the dissolution 
of society. All this may be of no moment to some 
men, but the expensiveness of living in large towns 
absorbs all the earnings of the work-people for bare 
bread and shelter, and leaves them no means for 
procuring articles of manufacture. This, too, may 
be of no importance to some. But when the masses 
do not buy, the small traders do not sell. This 
looks a little more serious and assumes its full im- 
portance when we cojisider that, if the retailers do 



The People and their Homes. 357 

^not sell, neither can they buy, nor can the whole- 
sale man sell or the factory manufacture, and, hence, 
misery and stagnation overtake all classes. 

The masses may be the lowest and least notice- 
able portion of the community, but it is also the 
foundation of the whole structure and the pyramid 
of society, which tumbles into the dust when its 
broad basis is withdrawn. 

There is not a consideration of health, life or 
death, of Education, morals, government or econo- 
mics but is in favor of workmen's homes in the 
country. But facts speak louder than arguments, 
and we shall turn our attention to them, as we are 
convinced that we serve best the cause of Educa- 
tion by urging homes for the people. For, if the 
people have good homes — if they have schools or 
not — they have the best part of a good Education 
anyhow ; while, if they have no homes, the best 
schools are but whited sepulchres full of dead bones. 

To illustrate the condition of the people and their 
dwellings in populous factory towns, we need not 
cross the ocean. Writing in the midst of a city of 
over half a million of tenement population we are 
surrounded by misery appalling in degree and fright- 
ful in extent ; but as our responsibility for what of 
this sort is happening right at our door is blinding 
us to the condition of the homes of our people, 
we shall at first transfer, our social studies to 



358 The People and their Homes. 

a more remote scene, where we can afford to ba^ 
more impartial witnesses of events — to France and 
England — countries ahead of all others in manu- 
facturing, and which may serve us as a warning, as 
in proportion as we adopt their system the same 
results will follow, and which, perhaps, has already 
transpired to an extent we are unwilling to admit. 

A study of the industrial classes in France shows 
them in the smaller towns pleasantly located in 
neat houses, with savings in proportion to wages. 
In large cities, where the houses are unpleasant 
and the family is anything but attractive, higher 
wages bring only dissipation. Of 12 to 15 children, 
3 to 4 survive. In Rouen, of 3,000 children, 1,100 
die before the expiration of the first year. Most 
of the children of the factory people are farmed 
out, and 83 of 100 are left to die from starvation. 
Expensiveness of living forces the mother to go to 
the factory as well as the father, where they both 
work long and hard ; the children, neglected and 
suffering, die, leaving but few, and they are crippled 
and puny, to the dissatisfaction of the grumbling 
conscription officer, who feels himself cheated out 
of his recruits. Here, as in all great centres of in- 
dustry, dwellings are poor, and, consequently, 
drunkenness, misery and the ravages of licentious- 
ness eat up the people. 

The alleys, houses, rooms and furniture are filthy 



The People and their Homes. 359 

and miserable beyond description, left most of the 
time to the neglected little savages, the mother 
having neither time nor strength left to clean, wash 
or sweep, cook, or feed her little ones. She can do 
nothing for her family, neither can she take an 
interest in it nor be a companion to her husband, 
who, coming home, finds nothing but filth most 
repulsive, insufficient and poor food, children he 
hardly knows, and a woman work and misery have 
reduced to a veritable slave. And what of the 
children during all the day? There is not an hour 
of affection or joyous childhood for them. The 
dingy home, the factory, the hospital and the 
grave are all of life, and the last is the best. 

The child of six is kept home partly from weak-' 
ness and partly to take care of two, three or four 
little crying children. The school may keep some 
of the children five to six hours, but, of course, the 
parents stay away twice as long. The women can 
neither sew, mend, knit or do any housework. Not 
half the work-people, when their children are sick — • 
which is only too often the case — have money for 
bedding, food, medicine, or even fire. The physicians 
say in half of the cases good food is all that is 
needed, but they dare not tell it to the family who 
have not the means. 

And yet all this misery is as nothing. This want 
of bread, these rags, these dingy, dark and damp. 



360 The People and their Homes, 

chilly, miserable chambers and cellars or garret- 
rooms, and even loathsome diseases and burning 
fevers, they are as nothing compared to the soul- 
devouring poison that grows in such foulness. 
Hardened by misery they are used to and know 
not how to escape, fathers spend their nights in 
drinking places, while their children die with hun- 
ger, mothers become indifferent to the vices of 
their daughters and act as their confidants and 
counsellors in prostitution, and neither father nor 
mother incline to save their children from the per- 
dition which threatens them. 

The mortality of Rouen — as in other industrial 
centres — is simply murderous. Devilliers shows that 
of 100 children the best situated' citizens lose 10 
under the age of i year, the work people lose 35 ! 
Of the children farmed out by the factory people, 
90 in 100 die in the first year in most of the depart- 
ments of France. In Eure-de-Loire 95 of 100 die. 
Of 27,219 children in this department 8,037 died 
within one year. There were 1,389 illegitimate 
children, of whom 1,333 died after one year (1862). 
In the asylum of Loire-Inferieure 90.50 per cent., 
and in Seine-Inferieure 87.36 per cent, of the chil- 
dren died under one year. 

Hunger-driven mothers work to the hour of de- 
livery, and, hence, this mortality among their feeble 
children, who have not the strength to overcome 



The People and their Homes. 361 

the additional misery that is put upon them. Poor 
mothers ! all day at work and nursing all night with 
empty breasts, children starving all day, this is kill- 
ing game for mother and child. 

What a city home ! father and mother gone ; an 
empty room ; no fire in the stove ; a baby in the 
crib ; a girl of six doing the work of a mother. Or 
little dirty, ragged children fighting in the filthy 
lane about a dirty thing, hard to say what it is and 
which is beneath the notice of dogs, they are locked 
out, and vagabondage is forced upon them. If the 
children live to eight or ten y"^ars, their days of fac- 
tory slavery begin. The working people in the 
large cities of France are worse housed than prison- 
ers. No jailer would keep prisoners with so little 
air, light or food. Their dwellings are simply mur- 
derous. No room for anything, for attending to 
anything or even for turning around. No separa- 
tion of sexes or decency possible. Men, women and 
children sleep all in the same bed. The room is 
often in the cellar or under the garret, exposed to 
wind or rain ; everything rots, and the inhabitants 
are constant victims of rheumatism and skin dis- 
eases. There is no accommodation for anything; 
everything has to be bought in smallest quantities 
and in the most expensive way. The chimneys are 
often poor and the smoke blinding. In most con- 
tagious diseases, so common in such quarters, isola- 
16 



362 The People and their Homes. 

tion Is impossible. Coming from his labor to such 
a dark, damp, uncomfortable hole, the poor man is 
repelled and almost driven ta the public house, 
which completes his ruin. 

Villerm^ showed under these conditions in the 
industrial cities of France the average life of the 
factory people to be just nineteen years, while that 
of people in a normal condition is forty-three ! The 
mortality among the children of the factory he 
showed to be a veritable extermination. The 
misery oi the parents forces children of six to 
seven years into the^factory. Of course, children 
so young are made to work by compulsoiy means. 
The parents soon lose all influence with these 
young factory hands, among whom a fearful de- 
moralization prevails, and who at the age of twelve 
years smoke, drink, visit saloons and have their 
girls. So Villerme found it thirty years ago and 
so Jules Simon finds the condition of the factory 
people in the populous centres of industry to-day. 

The physical and moral ruin of the people in the 
great manufacturing towns of France is beyond 
description. 

The family, with all its saving influences, has 
given way to universal vagabondage, misery and 
depravity, which can hardly end otherwise for 
France than in the desolation of its large cities 
lighted up by maddened petrolleuses. Let this 



The People and their Ho7nes. 363 

lesson written over the lurid sky be read and noticed 
all over the world. 

Far from having overdrawn the picture of the 
working classes in the large cities of France, we 
dared not half tell the truth, which is too shocking 
for a straightforward recital. 

Men, women, boys and girls being everywhere 
thrown together in the factory and upon the litter 
like brutes, decency and cleanliness of body become 
impossible, and this looseness ends in the complete 
destruction of all principle and character and in the 
ruin of society. 

The working girls in their want and desolation 
abandon themselves and become mothers before 
they reach maturity of age, at sixteen to fourteen 
and earlier. Men fear the responsibility of a family ; 
seeing as they do the misery of their fellows in the 
bonds of wedlock, they wdll not marry. Poor 
women are forsaken when their greatest need has 
come, the poor children are farmed out, and from 
eighty to ninety-five of a hundred die in less than 
a year. The men shift from woman to woman 
and the women from man to man, and abomina- 
tions, best left unmentioned, fill the land and 
destroy the nation. 

The same corruption we find everywhere in pro- 
portion as the people are crowded into tenement 
houses of a low order. Little Bavaria has an an- 



364 The People and their Homes. 

nual crop of 35,083 illegitimate births ; Wurtemberg, 
12,216; Prussia, 47,961, and Saxony, 12,057. 

A digression may not be out of place here in 
reference to Sweden, which seems to contradict 
every principle of social philosophy ; for, while its 
population is almost entirely agricultural, well 
schooled and religiously trained, crime abounds to 
a degree found nowhere else. Laing found one in 
one hundred and thirty-four of the population in 
the country and one in forty-six in the towns con- 
victed of crime, while in Ireland the proportion was 
in the same year one in seven hundred and twenty- 
three. Stockholm had annually (1851-55) 1,788 
legitimate births and 1,477 illegitimate ones! The 
fact is, though the country inclines us to virtue and 
the manufacturing town with its attendants to vice, 
none exerts such a power as may not be overcome 
by other influences. The nobility of Sweden, 
though but one in three hundred of the entire pop- 
ulation, possesses more than one-eighth of the land, 
taxation presses hard upon the poor and their in- 
dustries, who beside earn scanty wages and can 
hardly work six months in the year on account of 
the severity of the climate ; half the people, there- 
fore, live worse than English paupers. Add to this 
that nine-tenths of the population are peasants, 
treated by all classes with the uttermost contempt 
and whose degradation is completed by a most de- 



The People and their Homes. 365 

basing penal code, and we certainly cannot wonder 
that a people whose sensibilities are blunted by 
daily misery, and despised by all lost its self-regard, 
is not improved in its morals by the schoolmaster, 
the Church or the country. Sweden, thus, of all 
the countries, confirms our rule that the school is 
powerless where the people are kept in a pauper- 
ized condition that blunts their better feelings ; and 
that the bringing together in our large cities the 
very rich and the very poor — robbing the latter of 
all self-regard, the safest defense against vice, im- 
morality and crime — destroys them. 

As to the condition of the w^orking people and 
their dwellings in England, let Joseph Kay's pages 
answer. Fathers, mothers, sons and daughters 
crowd together in a state of filthy indecency, and 
are much worse off than the horses in an ordinary 
stable. Sometimes a man is found sleeping with 
one woman, sometimes with two, and sometimes 
with young girls ; sometimes brothers and sisters 
of the ages of eighteen, nineteen and twenty are 

found in one bed together Men and women, 

three and four found sleeping together, are not 
ashamed, but answer remonstrances by laughter or 
sneer 

In 1844, 20 per cent, of the working classes of 
Liverpool, 11^ per cent, of those of Manchester 
and 8 per cent, of those of Salford lived in cellars. 



366 The People and their Homes. 

And so it is all over England, and the farming 
hands in the rural cottages don't fare any better. 
The population is denser to-day and time has 
brought no relief. Look beneath all the display 
of objects of literature, science and art, and what 
is there but a pauperized and suffering people. To 
maintain show we have degraded the masses, until 
we have created an evil so vast that we now de- 
spair of ever finding the remedy. 

A committee appointed by the statistical society 
to investigate the condition of dwellings and the 
people, say : " Your committee has given a picture 
in detail of human wretchedness, filth and brutal 
degradation, the chief features of which are a dis- 
grace to a civilized country and which is but the 
type of the miserable condition of the masses of 
the community, whether located in small, ill-ven- 
tilated rooms of manufacturing towns or in many 
of the cottages of the agricultural peasantry. In 
these wretched dwellings all ages and all sexes, 
fathers and daughters, mothers and sons, grown- 
up brothers and sisters, stranger adult males and 
females and swarms of children — the sick, the dy- 
ing and the dead, are herded together with a prox- 
imity and mutual pressure which brutes would re- 
sist ; where it is physically impossible to preserve 
the ordinary decency of life ; where all sense of 
propriety and self-respect must be lost, to be re- 



The People and their Homes. 367 

placed only by a recklessness of demeanor which 
necessarily results from vitiated minds." 

Officials, clergymen and surgeons from all over 
England, give a description of the condition of the 
people in their crowded dwellings too shocking for 
recital. The promiscuous mingling of the sexes in 
the bedrooms has been increasing and producing 
year after year worse consequences, until it has be- 
come so common among the pobr as to destroy all 
modesty and virtue among women, and threatens 
to annihilate the foundations on which are based 
all the national and domestic virtues, and to make 
want of chastity before marriage and want of deli- 
cacy and purity after marriage common character- 
istics of the mothers and wives of our working 
people. 

We shall conclude these statements of Joseph 
Kay, which we could follow up by others of equal 
authority, with the significant statistical figures of 
60,000 illegitimate births per annum in good Old 
England. 

We are at a loss where to begin and where to 
end, or how to press into a few brief lines all the 
miseries of the poor arising from crowded dwell- 
ings as sketched by John E. Morgan. The poor 
are huddled together in a manner that health and 
strength for their daily work is fairly impossible. 
Their dwellings are forcing-beds of disease, where 



368 The People and their Homes. 

the plague originates. Here lies the very canker 
at the root of our social system. The day's work 
of our laborers, so wearing on the nervous system 
as well as on the muscles, is in their insalubrious 
dwellings followed by loss of appetite and loss of 
sleep. 

What harvests of preventable deaths ! Fifteen 
or sixteen deaths in a thousand is the normal death- 
rate. In sixty of the worst streets of Salford the 
rate of mortality for a number of years ranged 
from 36 to 91 in 1,000, the average of the whole 
being 51 ! And Salford is no exception. Vaux- 
hall district in Liverpool showed in 1864 a death- 
rate of 49 in 1,000, and St. Paul's Exchange 48 — 
and that is not the worst. 

Hov/ narrow is the life-span of our poor, and how 
full of physical ailments and misery is that little ! 
Bad air and too little of it^ kills the people. Thou- 
sands around us are annually dying, starving for 
want of a breathable air. 

In Salford 25,000 people suffer intensely from 
air-poisoning; in Manchester 80,000 ; in Liverpool 
and Glasgow are an equal number of sufferers from 
pestilential quarters, and London has fully a half a 
million of inhabitants, who suffer enfeebled health 
from the bad state of their crowded, stifling dwell- 
ings. Without naming the towns, upon a thorough 
knowledge of which the statement is based, of the 



The People and their Homes. ■" 369 

12,000,000 of the town population of England and 
Scotland, fully 2,000,000 suffer from want of proper 
dwellings. 

Dr. Hunter positively states that the dwellings 
are more crowded by 10 per cent, to-day than they 
were 25 years ago, as the population has increased 
5^ per cent., and the dwellings have at the same 
time decreased 4^ per cent., as many buildings have 
been appropriated for other purposes. Typhus, 
measles, scarlet fever, smallpox and other diseases 
come and go ; there are signs of a widespread 
physical deterioration ; chronic ailments are the 
rule ; dyspepsia, bronchitis, scrofula and consump- 
tion are common, and the thread of life is deplor- 
ably fine spun, and many seem to cower around 
the open mouth of the grave. 

From these crowded poor one million of paupers 
gains its recruits ; prisons and reformatories look 
to them for their largest supply ; and it is among 
them that diseases originate that revenge them- 
selves on society at large. So far Dr. Morgan, a 
public officer in 1869, than whom none is better 
informed upon the condition of the laboring masses 
and their dwellings. 

THE TENEMENT HOUSES OF NEW YORK CITY. 

We beg the reader to notice that we closely fol- 
low the Ofificial Reports of the Board of Health, 
16* 



3/0 * The People and their Homes. 

published for the last ten and more years, by which 
every one of our statements may be verified. 

The majority of tenement houses in this city are 
old structures built for other purposes, partitioned 
off within so as to give each family a living room 
lo by 12 feet and a bedroom 6 by 4 feet, while no 
regard is paid to ventilation or domestic conveni- 
ences; twenty, thirty, forty to one hundred and 
fifty such apartments are constructed, and into each 
a family of from three to five persons is crowded. 
The danger from crowding in these tenement 
houses is a hundred-fold increased by their being 
packed together in blocks. Rear tenement houses 
aggravate the evil beyond measure. They are built 
upon the rear of the yard, close to the rear tene- 
ment of the opposite lot, leaving a small cold and 
damp space between the front and rear houses, not 
inappropriately called the well hole. Not only are 
fresh air and sunlight thus effectually excluded 
from the living and sleeping apartments of most 
of the inmates, but the buildings become damp and 
cold, and in time saturated with the poisonous and 
filthy excretions of the inmates. 

The result of this effective overcrowding in badly 
constructed dwellings is shown by the fact that 
this half of the population of New York yields 75 
per cent, of the total sickness and mortality. Tene- 
ment houses of a capacity for ten families were 



The People and their Homes. 371 

found by the Board of Health, in which, beside 
other diseases, typhus prevailed, and in six months 
twenty persons were stricken down by this terrible 
malady. In other buildings a mortality of 55 in 
1,000, or I in 18, died ! which is 40 more deaths to 
every 1,000 population than there is absolute neces- 
sity for. 

Tenements, with two houses on the same lot, 
suffer also from the super-added nuisance of privies 
located in the middle space. The air in these areas 
is always impure from the noxious gases arising 
from the privies, and even without these necessary 
nuisances the air is too confined for the proper 
supply of human beings. Tenements have been 
examined by the Board in which the apartments 
consisted of one living room of 14 by 8 feet and a 
dark bedroom of 7 by 8 feet, with no means for 
ventilation and full of filth, furnishing constant 
work for the undertaker, the ambulance and the 
hospitals. The privy vaults and everything else, 
of course, was in a most loathsome and killing 
condition. 

A description of the kind of homes work-people 
at times find in tenement houses may interest. The 
roof leaky as a sieve, affecting the comfort of the 
inmates down to the second floor; the walls, ceil- 
ings and woodwork of the whole house shaky with 
age and bad usage and rotten with filth ; the fire- 



3/2 The People and their Homes, 

places destroyed and dangerous ; the partition walls 
thin, ill-fitting planks, covered with foul and ragged 
paper. The alleyway dark, extremely filthy and 
dangerous in every respect. The 'basement walls 
crumbling; the ceiling below the level of the 
street ; no light, except through the door, and occu- 
pied by four beds ; the steps decayed and danger- 
ous. While the wood and other materials of such 
structures undergo the process of dry rot, the 
wretched tenants waste and die from a disease ex- 
pressively termed the " tenement house rot'' 

The debasing effects of such houses have never 
been overdrawn. Mr. N. P. Willis gave the fol- 
lowing vivid description of the tenement class of 
people immediately after the riot of 1863: *'The 
high brick blocks and closely packed houses in this 
neighborhood seemed to be literally hives of sick- 
ness and vice. Curiosity to look on at the fire 
raging so near them brought every inhabitant to 
the porch or window, or assembled them in ragged 
and dirty groups on the sidewalks in front. Prob- 
ably not a creature who could move was left in- 
doors at that hour. And it is wonderful to see 
and difficult to believe that so much misery and 
disease and wretchedness could be huddled to- 
gether and hidden by high walls unvisited and un- 
thought of so near our own abodes. The lewd, 
but pale and sickly young women, scarce decent in 



The People and their Homes. 373 

their ragged attire, were impudent and scattered 
everywhere in the crowd. But what numbers of 
these poor classes are deformed ; what numbers 
are made hideous by self-neglect and infirmity, 
and what numbers are paralytics, drunkards, imbe- 
cile or idiotic, forlorn in their poverty-stricken 
abandonment for the world ! Alas ! human faces 
look so hideous with hope and vanity all gone ! 
And female form and features are made so fright- 
ful by sin, squalor and debasement." 

The degree of overcrowding in the tenements of 
New York City exceeds that of any of the large 
cities of the civilized world. 

The density of population was to each acre in 
1870: 

NEW YORK. LONDON. 

nth Ward 328 Strand 307 

13th " 311 St. Luke's . . r . . 259 

14th " 275 East London .... 266 

17th " 289 Holborn 229 

The highest allowable population is 80 to 100 
persons to the acre. The effect of this excessive 
crowding in badly constructed dwellings upon the 
death rate is that double as many of these tene- 
ment inmates die as of the people living in the 
country. Sickness and death *are, however, but a 
fraction of the sum total of damage which over- 
crowding and defective house accommodations do 



374 ^^^^ People and their Homes. 

to the poor. The gross immorality, the huddling 
up of all sexes and ages, leads them on to a total 
self-abandonment and every species of vice and 
crime. 

Gotham Court may be taken as a representative 
of tenement houses, their character, accommoda- 
tions and influence on the population. Two bar- 
rack-buildings furnish tenements to 146 families or 
584 individuals. At times it has been packed with 
nearly double that number. The roof is a general 
playground for children and a place of deposit for 
ashes, garbage and to a large extent used as a privy 
by the tenants. The plaster and woodwork of the 
hallways is out of repair and extremely filthy ; the 
stairs are dangerous ; the cellars are dark, horribly 
foul and filled with mud, rubbish and human excre- 
ments. They are not used for storage of wood 
or coal, as neither property nor life are safe in these 
cellars on account of rowdyism rampant around 
this court. The privies are horrible breeding tanks 
of disease ; the horrible odors rising from this im- 
mense receptacle of filth spread between the two 
piles of buildings — each five stories high — which 
are separated only by a distance of nine feet wide. 
The poison thus concentrated is very directly ap- 
plied to each and every apartment in the buildings. 
Added to the filth of the privies is the filth of the 
yard, into which much rubbish and garbage is 



The People and their Homes. 375 

thrown. For a long time this court has been the 
nightly resort of a crowd of loafers, bummers and 
roughs, who kept the tenants in a complete state 
of terrorism. On Sunday especially this is the play- 
ground of these rascals — boys and half-grown men 
— who fight among themselves and pick quarrels 
with the tenants. Women of the street are dragged 
in, under the back-stairs and into the cellars by 
these miserable youngsters, and vice, drunkenness 
and terror reign rampant. The police will not fol- 
low them into these dark cellars and recesses. The 
agent and housekeeper dare not interfere ; and the 
police, I fear, are content to leave the court pretty 
much to itself. Ventilation is impossible, and even 
if it was not, the air is already poisoned before it 
would enter the rooms. This was the condition 
of Gotham in 1870. In 1865 the Health Officer 
found the mortality in these buildings 30 per cent, 
of the children born, 7 per cent, of the entire popu- 
lation, which is three and four times as great a 
mortality than there is an absolute necessity for. 
Of 504 inmates 146 were more or less sick, some 
with smallpox, some with typhus, some with scarla- 
tina, dysentery, chronic diarrhoea, etc. 

All zymotic, epidemic and contagious diseases 
make especial havoc in our tenement houses, as they 
are usually overcrowded, badly ventilated, damp 
and filthy ; the relapsing fever, however, is peculiarly 



376 The People a7id their Homes. 

a disease resulting from overcrowding and destitu- 
tion, while typhus is a disease which finds its cause 
in overcrowding alone. Miserable living and sleep- 
ing in damp, filthy cellars and unventilated apart- 
ments produce this epidemy, by which thousands 
of the inhabitants of the tenement houses have 
been attacked in 1870. This epidemy has been for 
the last few years raging all over the civilized (?) 
world among the destitute laborers^ who are living 
in unwholesome and crowded apartments. 

The cholera of 1866 left the inhabitants of the 
clean and well-to-do sections of the city of New 
York unvisited, even while this terrible pest has 
slain hundreds of victims in the overcrowded, badly 
ventilated, damp and filthy tenement houses. In 
1867 the mortality of children of one year of age 
amounted from week to week one-fourth to one- 
half of the entire death rate. In some of the 
crowded tenement neighborhoods 80 per cent, of 
the mortality occurred among the infant popula- 
tion. The unhealthfulness of the dwellings is most 
telling upon the delicate constitution of infants; 
and, hence, the slaughter among them. In many 
cases it was observed, though death was imminent, 
removal to the country and its pure atmosphere 
terminated the disease as if by magic. The filth 
and foul air of tenement houses furnish the ferment 
for contagious and miasmatic diseases, and fresh 



The People and their Homes. 377 

air, pure water and plenty of sunlight are the best 
preventatives of zymotic as well as of other diseases. 

In the report of 1874, we read that large num- 
bers of cellars in the lower wards of the city were 
occupied as dwellings and lodging-places, which 
were totally unfit for such occupancy ; many of 
them nests of crime, and all in a condition to 
become on the slightest appearance of pestilence 
the centres of disease. In most cellars the walls 
and ceilings were found damp ; the floors resting 
on damp earth were rotting away or were resting 
upon stagnant water, which would be forced up be- 
low the boards at the slightest pressure of the foot 
upon the floor. Many of the lodging-cellars were 
found to be long rooms divided into small apart- 
ments by pieces of curtain, while in others the beds 
were arranged alongside of each other without such 
partition and occupied indiscriminately by lodgers 
of both sexes. In the second sanitary inspection 
district 315 persons were found living in damp, un- 
ventilated cellars. They suffered from alcoholism, 
and rheumatism in all its stages. 

In the Fourth Ward 176 cellars were found in a 
deplorably filthy state, and radical measures were 
recommended for closing them and redeeming the 
wretched occupants of those cellars from early 
graves, lives of drunkenness and prostitution. In 
numerous instances damp, dark, filthy cellars were 



■^ 



378 The People and their Homes. 

rented from $25 to $75 per month. '' The system 
of tenement dwellings is so radically wrong that to 
suggest improvements would end in a suggestion 
that the present houses be all torn down. Clean- 
liness in them is impossible without light and air, 
and this cannot be had with front and rear build- 
ings. Volumes of air vitiated by the disagreeable 
smells of cookery of the lower stories are always 
sent up through the halls and narrow courtyards, 
also the exhalations of decaying vegetable matter 
and the' like. The walls and ceilings of the halls 
become soon covered with a coating of animal mat- 
ter deposited upon them, and the floors become 
soaked with moisture, filth and dirt, which is never 
removed." 

We might have presented more sensational pic- 
tures — we have preferred to describe the homes of 
the working people in the very words of our noble 
sanitary inspectors, and the misery of their occu- 
pants can be easily inferred upon the principle of 
Mr. Godwin : '' As the homes, so the people." 

Our sanitary inspectors are doing their best to 
improve the condition of the tenement houses.' 
But as the population increases and the business 
houses encroach and narrow the field of the tene- 
ment houses, and the proportion of the inhabitants 
to the area is already three times as large as 
health permits it, all their measures cannot bring 



The People and their Homes. 379 

permanent relief. Besides, their powers are too 
restricted to do all the good they would like to do. 

Is it in Boston, the Athens of American intelli- 
gence, any better ? The State Board of Health of 
Massachusetts tells us that the homes of the labor- 
ing classes in Boston are overcrowded and unwhole- 
some, abodes of misery, affecting injuriously the 
health, the morals and the political purity of the 
community ; they are disgracefully unfit for human 
habitations, and nothing can be added to a true 
notion of their badness, as their character for squal- 
idness and unwholesomeness is known to all. 

The State Board is tired of telling over the story 
of the miserable abodes of the people, and we shall 
follow the description of the Rev. Edward E. Hale 
in his " How the People Live in Boston, and How 
They Die There." 

The mortality of the infants in Bethlehem, which 
has made every Christian mother curse the name 
of Herod, is more than equalled in the terrible suf- 
ferings of the children in Boston. Seventy-five deaths 
among the children of the poor happening just from 
cholera infantum alone hi twenty-four hours ! And 
almost all under one year of age, and coming out 
of all proportion from the tenements of the poor. 
Not a child on the dead-list from Beacon, Chestnut 
or Pinkney Streets, nor deaths in Union Park, 
Worcester or Springfield Streets, or from Chester 



380 The People and their Homes, 

Square ; in short, not one death from the very nice 
streets. The largest part come from two neighbor- 
hoods — the quarters of the dingy homes of the 
poor. But let us glance inside these hells, called by 
a misnomer homes. Well, here we are in the room 

of Mrs. K , who lost a boy — it was her only 

child. The air was damp, chilly and dark, because 
the sun never kissed it. The floor of the entry was 
wet from the overrunning of the water-faucet, which 
supplied the house, and all the region was damp, as 
the cellar is apt to be, which is much below the 
tide-level. Just seven people lived in four rooms, 
which put together would have made one of twenty 
feet square. 

One of the deaths happened in the house oppo- 
site, in which thirty-one persons lived (?) in fourteen 
so-called rooms. What had been the yard of this 
house had been taken up by another tenement 
building. 

Another one of the deaths occurred in a four- 
story tenement, in which forty families are packed, 
and which looks very much like a menagerie cage. 

13 E street is another such feeder of the 

cemetery. Two tenement houses adjoining each 
other, with thirteen families in the one and ten in 
the other. The water pipes are put up in the most 
shameful manner. They must of necessity freeze 
up at the very first frost. There are but two fau- 



The People and their Homes, 381 

cets for twenty-three families to draw from, and no 
way to get to them without wading through dirty 
water. Two of the most filthy privies, entirely open 
for these twenty-three families, are so much out 
of repair as to be dangerous to enter. The apart- 
ments are miserable places, out of repair, the plas- 
tering of the walls and ceilings give little chance 
to whitewash, as it is broken off to a large extent. 

One of the poor innocents was sent to its rest 
from one of the tenements in Phoenix Place. There 
is a melancholy uniformity in this class of build- 
ings. They are lightly built of wood, all on the 
same plan. Think of it, sixty adults and sixty-five 
children packed away in sixty rooms, each of which 
was about twelve feet square. The summer atmo- 
sphere of these places is odious, but the winter at- 
mosphere is worse. The lots are so small that all 
privy arrangements and deposits of offal are hor- 
ribly near the open windows. It was wretched to 
hear the woman talk, as if the child died of course, 
and she never ought to have expected that it would 
live. The poor feel they are doomed and become 
reckless. 

It would be a sad and endless repetition to say 
more in detail about this matter, as the dwellings 
assigned for homes to the laboring poor in Boston 
all are pretty much of the same description. 

In 1865, a thousand children died in less than a 



382 The People and their Homes. 

hundred days from an epidemy that raged among 
the dear Httle ones. The Bostonians, who Hve in 
comfortable circumstances and neat homes, are sur- 
prised to hear it. It did not touch them — it raged 
among the poor. 

But the worst of all is that it is not only New 
York City, Boston, Baltimore, Cincinnati, St. Louis, 
Louisville, New Orleans, in short, the very large 
cities ; it is fully as bad in the smaller manufactur- 
ing towns everywhere. Take, for instance, the tene- 
ment house called '^ Buffum's Block," in Linn, Mass. 
It is eighty feet long, thirty feet wide, containing 
a basement, two stories and an attic. In the base- 
ment, below the level of the street, three families 
live, and the house contains not less than forty-six 
persons. The privies are foul and beyond approach 
by a decent person. Additional complaint was 
caused by the privies of the neighboring tenements 
which, being on higher ground and faulty in con- 
struction, were overflowing into this yard. Here 
is a sample, and we take the first — there is not 
much choice — from Salem, in the same State, at 
No. 18 Congress Street. At the time of the inspec- 
tion by the health officer, this house stood in the 
midst of a pond of stagnant water. In the same 
watery lot was an overflowing privy-vault, and a 
piggery added its contribution to the general filth. 
Sixteen persons occupied the house, which was in 



The People and their Homes, 383 

a condition to poison the atmosphere of the whole 
neighborhood. All the tenements of the laboring 
classes in this district, says the State Report, should . 
be condemned as nuisances. 

Here, as an illustration — and we take again the 

first at hand — from Springfield, T Block. 

The house, when inspected, was greatly out of re- 
pair — its windows broken, its stairs dangerous, its 
roof leaking. The vaults of the privy were brick 
receptacles, entirely above ground, and as one of 
them was broken, the abundant contents had set- 
tled away, a filthy mass of excrement overflowing. 
Most of the tenants declined to use these privies, 
and resorted to expedients which can only be 
hinted at. 

This is not impracticable fault-finding. Quick 
transit opens a highway that leads out of these and 
a thousand other abominations equally destructive 
to the people, who are to-day unreasonably herded 
in miserable tenement houses. 

Quick transit gives the working people the means 
to live out in the country in their own cottages, 
where God Almighty's untampered sweet influences 
will keep them sound in body and soul, sound in 
principle and in action, and in all the relations of 
the individual to himself, his family and the state. 

A home in the country with a garden patch at- 
tached to it, owned by every working-man, is the 



384 The People and their Homes. 

only possible solution of a thousand problems which 
press for an answer. 

Once every mechanic looked forward to the time 
when he would be master and have his own shop. 
To-day, once a factory employee, means always 
one ; he is a hopeless vagrant ; he cannot invest 
and does not economize, and ever remains without 
a home, hope or property. In unemployed spells, 
a general crisis, or a change or cessation of his 
trade through the invention of new machinery, in 
sickness or old age, he becomes homeless, breadless 
and penniless. 

Must not such uncertainty be unbearable to in- 
telligent laborers, spread discontent among them 
and dispose them to anything that threatens the 
overthrow of the present order of society? This 
terrible uncertainty must give way to something 
more reasonable, just and better. Our workmen are 
perishing body and soul in our city slaughter-pens, 
called tenement houses. 

The population living in private houses in New 
York City number a half a million, and their mortal- 
ity was in 1872, 11,097, or about 22 in 1,000; the 
other half a million of tenement population had in 
the same year 21,550 deaths! or more than 10,000 
above their proper share. And as there are fourteen 
cases of sickness to every one case of death, the work- 
men of this city had 140,000 more cases of sickness 



The People and their Homes. 385 

in their families than they would have had in more 
wholesome dwellings. What loss of human life, 
what sufferings, what expense and what loss of 
labor are implied in these preventable deaths and 
diseases, the latter of which, again, by enfeebling 
the bodies and minds of the people multiply 
pauperism, drunkenness, premature orphanage and 
widowhood, prostitution, crime, retributive violence 
and consequent prison life and suffering. 

Most unfortunate for the people they are the 
children of God, for were they horses they would 
not be left to perish for want of a little more stable 
room. 

This social murder could be stopped by the 
double measure of quick transit and strict sanitary 
regulations in reference to tenement buildings. 
" Houses that produce death cease to be property. 
If a man sells unwholesome meat, the law inter- 
feres ; if he sells the use of a room with fever in it, 
the public do not complain. Officers of health 
point out such places, but the public still refuse to 
destroy them, and great numbers are slain annually 
by this indirect and legal method, while the strict- 
est measures are taken to prevent a few annually 
being killed by arsenic. The time must come, and 
the sooner the better, when it shall be enacted, that 
no land shall contain more people per acre tjian 
can live healthily thereon. The same thing must 
17 



386 The People and their Homes. 

be said regarding houses, though this is more dif- 
ficult to attain." 

At Muhlhausen, in Elsace, a workmen-town was 
built, giving laborers facilities for acquiring prop- 
erty, and what a change it worked ! what a revolu- 
tion ! a blessed revolution that destroyed vice and 
misery, and led from the improvement of material 
conditions to a moral regeneration. 

At Lille, in France, houses have been built for 
the workmen with gardens attached to them, and 
are sold to the laborers on easy terms. At Rouen 
the same system is attended with the same blessed 
results. 

To illustrate this system, we may add a word 
more about Muhlhausen, the first great success 
of a workmen-town. QPlie hundred houses were 
built in 1853, an additional 428 were built in 
1859, ^^^ 5^0 in 1863. Of these, 700 belonged 
to the workmen in 1866. They paid $4.60 per 
month, and in 14 years each house held at $600 
was paid up, interest and capital, having paid but 
little more than a high rent. Each home has a 
garden of 30 by 36 feet attached to it. The gov- 
ernment has voted $2,000,000, a loan to building 
societies under the following conditions: I. The 
properties must be sold to the workmen at cost 
price. 2. No purchaser to be allowed to sell his 
property before ten years, so as to prevent specu- 



The People and their Homes. 387 

latlon. 3. The building company not to charge 
the workmen more than 4 per cent, for capital until 
it is paid up. 4. A public building, uniting a read- 
ing-room, restaurant, bathing and washhouse and a 
bazar, where all articles of common consumption 
are sold to the workmen at wholesale prices, must 
be built in the centre of the town. 

The Industrial Building Society at Muhlhausen 
has complied with these conditions, and received 
from the government in addition to their original 
capital of $25,000 a loan of $80,000. In this com- 
paratively small manufacturing place 700 toiling 
families were changed from hand-to-mouth living 
renters into provident and independent citizens 
and property holders, each living in his own com- 
fortable home undisturbed by the often unwelcome 
company of drunkards and other incongruous and 
even infamous characters thrust upon decent men 
in tenement houses, living in cheerful quarters, and 
as if it were under his own fig-tree. No more 
driven from cheerless and filthy rooms to the de- 
bauchery of the public house. What moments he 
can save he bestows upon his garden, and the boys 
and the mother are happy to second him with the 
hoe as he goes ahead of them with the spade, now 
and then stopping and blending his solid reflections 
and well-meant counsel to his family with his labor 
of love. They make arbors for shade and plan im- 



388 The People and their Homes. 

provements, beautifying the homestead. When old, 
he need not blush to live from the earnings of his 
sons, for he has done his duty to them and all the 
family. And father and mother, after a life of toil, 
but which was not without its blessings, die on the 
homestead with the children, leaving them not only 
property, but a good name and a model life. Not 
only property is thus made, but character is built 
up and kept like a jewel. 

What a difference between such workmen and 
those who are driving about like vagabonds and 
semi-savages. Jean Dolfus, who started this noble 
work at Muhlhausen, deserves well of the human 
race for this illustrious example given to manufac- 
turers and workmen. 

At Guebwiller, also in Elsace, a hundred cottages 
with gardens attached to them, were built in 1866. 

Beaucourt had in 1864, 97 cottages. Colmar built 
in 1864, 50 houses. At Sedan, the workmen own 
their houses and gardens, and are as respected for 
their character as they are useful by their labor. 

What touching stories could be told about many 
a workingman who, under the old system, became 
dissolute and was daily nearing a drunkard's grave, 
but who has been redeemed at the first opportunity 
of acquiring a piece of property, a home for his 
family and old age. 

At the Ashton colony of workmen, in England, 



The People and their Homes. 389 

none have yet applied for charity ; in 35 years 
hardly a breach of law has occurred, and illegiti- 
mate births are becoming scarce. The people look 
healthy, and even those who work in an atmos- 
phere of 80° Fahrenheit are strong and vigorous, 
having but one-half day of sickness in a whole 
year. The intercourse between employers and 
employed is marked by regard and confidence. 

Get railroad advantages, give us opportunities 
for cheap country homes, and societies will spring 
up which will enable the poorest laborer to live in 
his own house. 

England has over 2,000 such building societies 
with 800,000 members and $80,000,000 loaned on 
buildings. London alone has over 700 societies 
with over $20,000,000 advanced on property to its 
members. Scotland has over 88 building societies 
with over $65,000,000 advanced to its members. 
These building societies afford manufacturers the 
best opportunity for providing their workmen with 
homes, and have been used for that purpose by 
the noble Arkroyd, Crossley, and others. Bel- 
gium, Germany and other countries have been 
benefited by the opportunities building societies 
offer to the poor for owning homes, and there is 
no reason why building societies should not prove 
a success in New York and other cities in the Union 
as well as in Philadelphia. 



390 The People and their Homes. 

We consider that this step must be taken of all 
others first, if the great and momentous questions 
of civilization, which crowd around labor, are to 
- find a peaceable solution. 

The massing of the people in a few centres is 
productive of a thousand mischievous consequences, 
which threaten capital as well as labor and every 
other element of civilization — yea, the body and 
soul of man with utter destruction. Avoiding gen- 
eral argument and steering toward convincing facts, 
we refrain from entering upon the moral, political, 
social and economical tendencies of the present 
movement of population toward the great cities, 
and will strengthen our position of the importance 
of the workingmen acquiring homes, with an au- 
thority like that of Le Play, a most thoughtful and 
competent writer, who has devoted a lifetime to 
the study of the condition of the industrial classes, 
and who sees the only means of preserving society 
and the prevention of the dissolution and the re- 
lapse of society into barbarism through a variety 
of corrupting influences, undermining the family 
first and society next, in restoring the ancient cus- 
tom — the family owning their hearth. Only by this 
means good habits and wholesome customs are 
preserved and revered, parental authority honored, 
woman's influence a blessing, economy fostered to 
acquire the home, character developed, reliability 



The People and their Homes. 391 

and trustworthiness gained and roving and indiffer- 
ence overcome. 

In regard to the workmen reaching their homes 
in the country and their places of work in the city, 
we agree with Dr. S. Smith's sanitary report of 
1 87 1, from which the following page is taken : 

" The workmen must depend upon the railroad, 
which has not and probably will not give him cheap 
fares without compulsory legislation, and such legis- 
lation we believe should be at once obtained. As 
a slight return for the privilege which railroad com- 
panies enjoy within this city, especially in the mo- 
nopoly of large areas of valuable land, they should 
be compelled to provide cheap transit for the poor 
and laboring classes. Such legislation in England 
long since compelled all new railroads entering 
London to provide penny trains at suitable hours. 
These cheap trains proved a marked success. The 
Legislature of Massachusetts recently passed a law 
compelling the railroads to provide cheap trains 
morning and evening, and charging one cent a mile 
for yearly tickets, and this law has been there in 
force since 1862. The same kind of legislation 
should be obtained in this State in regard to all 
railroads entering New York City." 

Homes for workmen out of the city is nothing 
but what is just and proper; it is in the interest of 
all parties, the capitalist as well as the laborer, and 



392 The People and their Homes. 

the family as well as the state. It is approved by 
philosophers and statesmen, and has been put into 
practice with success by manufacturers on a suf- 
ficiently large scale to judge its success. 

Sir Robert Peel, whom nobody will accuse of im- 
practicable radicalism, says : '' Our large cities offer 
the v/orkman only opportunities for continuous la- 
bor and gross and degrading pleasures. Give them 
small properties in the vicinity of the manufactur- 
ing districts, this will wean them from drunkenness 
and improve their moral character." He further 
says : "// must be confessed that the condition of our 
workmen is not what it ought to be, and that the 
mere production of wealth is not the highest aim of 
'government, which ought to care for the happiness 
and well-being of the people. 

Sir J. Coleridge, a member of the Gladstone min- 
istry, said : " Our laborers live hardly, work very 
long, and have at the end of life nothing to hope 
for." 

Neither religion. Education, nor temperance, nor 
courts of justice can elevate a people living hud- 
dled up like pigs, says the good and learned Dr. 
Blakie. The same great authority continues : Ty- 
phus, consumption, scrofula, etc., are wasting away 
the laboring people in the densely populated tene- 
ment houses, and the victims of typhus alone 
among workmen in the prime of life, number 



The People and their Homes. 393 

annually doubly the fallen on the battle-field of 
Waterloo. Love of home, says this same philan- 
thropic divine, is associated with regard for father 
and mother and their precepts. Filthy tenements 
are no home, and, hence, no lesson to the heart ; 
all the purer feelings even of a mother and sister 
are deadened by them. The cleanest can be but 
'untidy, dirty, wretched, discontented and disorderly 
in such hovels, and the preference for the public 
house to such quarters become a necessity. The 
vice and filth in the crowded dwellings of the poor 
counteract all the lessons of religion and humanity. 
A miserable hovel destroys all home feeling and 
family ties, and plants atrocity, barbarity and crime 
in their place. The only remedy are small, neat 
homes out of the city the laboring man can even 
become proprietor of; he is stimulated by this 
method to saving, and, being provident and accu- 
mulating property, becomes a useful citizen every 
way. There are 8,000 to 10,000 such workingmen 
who have got their own homes about Birmingham. 
Happy homes are the chief cause of the prosperity 
of a country. Such are the thoughts and the expe- 
rience af the learned Blakie. 

Purity, affection, thrift and industry are lessons 

of a clean, neat and attractive home. '' Lille in 

France," says the thoughtful Fix, ''with a most 

dense population, is also the most miserable, most 

17* 



394 ^'^^ People and their Homes. 

drunken, obscene place, with nothing but dirt, mis- 
ery and vice." 

The same author says : " Love of labor, of order 
and economy will always be found in a home that 
attaches the workman to his family ; there he sacri- 
fices low desire and studies thrift for the sake of 
the children and a home that is attractive." 

Self-respect, regard for himself and his place in 
society, is one of the mainsprings of keeping aloof 
from every degrading vice, be it drunkenness or any 
other moral defilement. But can any one reared 
in the horrid filth of the tenements of crowded 
cities be conscious of human dignity? Or is it not 
rather a mockery to speak to such men of the high 
dignity of their being? Provident thrift or care 
for the future has no room in a man who is suffer- 
ing from a thousand present ills. The poor every- 
where suffer partly from want of intelligence, so- 
briety, thrift and self-respect, and their surround- 
ings foster these very defects. And yet, regard for 
ourselves is intimately connected with regard for 
our fellows, for human nature, and, therefore, for the 
rights of other men. Regard for human nature 
leads to trusting in it and believing in its upward 
tendencies, which lead to hope, exertion, improve- 
ment and elevation. Vagrancy is one of the chief 
causes of crime, and miserable hovels lead to it by 
destroying all home attachment. Let all who study 



The People and their Ho^nes. 395 

the sources of crime notice this connection between 
the homes of the people and vagrancy and crime. 

Clean homes certainly should be made possible 
to the honest laborer, a privilege not even denied 
to crime (Hill). When the prisons are in better 
order than the homes of laborers, crime is encour- 
aged. 

So killing are the crowded dwellings of the poor 
that the English Commissioners officially report 
that the laboring population of large cities would 
soon be gone, if the influx from the country would 
not make up for the slaughter. Dundee, with its 
once proverbially splendid Scotch population, alas ! 
what a spectacle it offers to-day ! 

What haggard looks the spinners of Lyons or 
those of Spitalfields in London present ! And yet, 
the moral debasement of which the physical degra- 
dation is the cause as well as the index, is the worst 
feature of the whole. 

These squalid homes, says Buret, drive children 
from 4 to 8 years into horribly dirty streets, where 
they already young contract vagrant habits. 

Rev. Canon Girdleston, of the English Episcopal 
Church, said in a meeting of his brothers in the 
ministry : The laborers live in hovels without 
ventilation or the surroundings necessary for ordi- 
nary decency. Not one of those present would con- 
sent to stable their horses in these hovels ; hovels 



39^ The People and their Homes. 

which bred a race of men who, from want of do- 
mestic comfort, spent their Hves in the pothouse, 
and who had nothing to look forward to but to be 
buried in a pauper's grave ; hovels which bred a 
race of women whose maidenly blushes were 
blutched in consequence of the scenes they were 
obliged to witness through want of proper sleep- 
ing accommodations. The clergy might keep aloof 
from the labor question because it might be sup- 
posed that social questions were not within their 
province. He was bound to acknowledge that the 
clergy could not consider themselves free from 
blame, and that a great weight of responsibility 
lay at their doors. They ought from the pulpit 
deliver themselves more frequently from this re- 
sponsibility. He solemnly declared that the man he 
should fear most to meet at the last great day was 
the poor laborer, who, perhaps, if he himself had 
exercised his ministry more faithfully and more 
fearlessly in denouncing social abuses, might have 
been spared a life of misery and penury and a pau- 
per's grave. 

A voice as clear, powerful and bold, that once 
thrilled the people of Boston from the pulpit in 
Music Hall, said : " Look at the houses the poor 
live in, without comfort or convenience, without 
sun, air or water ; damp, cold, filthy and crowded 
to excess. In one section of the city there are 



The People and their Homes. 397 

thirty-seven persons on an average in each house. 
Consider the rents paid by this class of our broth- 
ers. It is they who pay the highest rate for their 
dwelHngs, paying often 30 per cent, on valuation. 
If your bills of mortality were made out so as to 
show deaths in each ward of the city,, I think all 
would be astonished at the results. Of one hun- 
dred children of poor working people in Boston 
only thirty-eight live five years, only eleven be- 
come fifty ! , The mortality among the poor is 
greater in Boston than in any city in Europe, and 
the death rate among their children is increasing." 
So far Theodore Parker, 

Another friend of the race, the great and gifted 
Channing, speaking of the influence of the poor 
man's dwelling on his domestic affection, says : 
" The delicate sentiments find much to chill them 
in the abodes of indigence. A family crowded into 
a single and often narrow apartment, which must 
answer at once the ends of parlor, kitchen, bed- 
room, nursery and hospital, must, without great 
energy and self-respect, want neatness, order and 
comfort. Its members are perpetually exposed to 
annoying petty impertinence. The decencies of 
life can be with difficulty observed. Woman a 
drudge and in dirt loses her attractions. The 
young grow up without the modest reserve and 
delicacy of feeling in which purity finds so much of 



398 The People and their Homes. 

its defense. Coarseness of manner and language, 
too sure a consequence of a mode of life which 
allows no seclusion, becomes the habit almost of 
childhood, and hardens the mind for vicious inter- 
course in future years. The want of a neat, or- 
derly home is among the chief evils of the poor. 
Crowded in filth, they cease to respect one another. 
The social affections wither amid perpetual noise, 
confusion and clashing interests. The poor often 
fare worse than the uncivilized savage in his ruder 
hut, which he can leave for the bright light and 
pure air of heaven. The poor man in the city 
must choose between his close room and the nar- 
row street. He has a home without the comfort 
of a home." 

There is hardly a faculty or virtue in man but it 
is fostered by a home that is deserving of the name. 
Franklin's motto, " Do everything in its proper 
time, in its proper place, use everything in its 
proper use," or orderliness, industry, thrift, taste 
or a sense of beauty, 'delicacy of feeling, kindli- 
ness, self-regard, culture, purity, serenity, joy and 
happiness, contentment, meditation upon our past 
conduct and forethought as to the future, family 
discipline and regard to the duties and relations 
between parents and children or wife and husband 
— nothing of all this is possible in an unclean den, 
in which all persons and functions are mixed up in 



The People and their Homes. 399 

one general confusion and disorder, and everything 
is out of time, place and joint. 

Orderly homes among the working people are 
the best means for the spreading of a higher civili- 
zation through the moral elevation of the masses, 
and the preservation of the family in all its elevat- 
ing influences. Facilities for the acquisition of 
these homes cannot fail to reconcile labor to capi- 
tal and to attach the workmen to our present state 
of society. There is no other means by which pau- 
perism as well as crime can be destroyed, and the 
individual, the state and the race can be saved but 
by the home and the family, the school and nursery 
of the civilization of the race. 

Aside from moral considerations and economical 
reasons, sanitary facts of the gravest sort demand 
the formation of workmen settlements in the 
country. 

We shall shift our studies to Prussia, that we 
may have the double advantage of observing the 
effects of crowding under other skies and through 
other eyes, which cannot but correct or confirm 
our observations made in France, England and the 
United States. 

The efficient statistics of Prussia show that while 
in Westphalia the proportion of occupants to each 
house was, in 1855-1858, 6.91 to i, and in the 
Rhenish Province, 6.04 to i ; the proportion in the 



400 The People and their Homes. 

district of Gumbinnen was at the end of 1855, 8.97 
to I, and at the end of 1858, 9.19 to I, and here it 
was that typhus became epidemic and raged Hke 
a pest. 

Dr. L. Muller writes : '' I was soon convinced 
that the time, locaHty and origin of the disease, as 
also its gradual spread, was the effect of human 
or animal perspiration accumulating in close places, 
and that it thence spread to other places and be- 
came epidemic." 

Dr. C. Canzow% the medical inspector of the Gum- 
binnen district, in his account of the origin of the 
typhus epidemy in the overcrowded dwellings of the 
laboring people, says : " It is not saying too much 
that spotted fever has become endemic among the 
permanently suffering workmen of this district." 

Dr. Pappenheimer, the celebrated sanitarian and 
medical adviser, says in his publication on Sani- 
tary Police: "The study of typhus in lodging- 
houses, in certain town quarters, hospitals, work- 
houses, ships and prisons leads always to the same 
result. Every epidemic typhus, which is not the 
effect of hunger and want, is the result of over- 
crowded and filthy localities. Filth and overcrowd- 
ing produce typhus, very often becoming epidemic, 
and affecting impoverished nations or such as are in 
a suffering condition in consequence of a commercial 
crisis, war or the failure of crops. We physicians 



The People and their Homes. 401 

cannot cure such national sufferings. We have no 
medicine against hunger, nor can we prevent the 
overcrowding of houses, the home and origin of 
typhus." Such is the medical experience in refer- 
ence to crowded dwellings in Prussia. 

The greater part of 60,000 illegitimate births, 
and of probably 20,000 annual infanticides in Eng- 
land, are traced, in the Transactions of Social Sci- 
ence, to the disgusting conditions in which the 
masses are forced to live. The London Times says : 
" If we wish to prevent infanticide, we must guard 
a woman against the cruel conditions in which the 
crime is usually perpetrated. Is everything really 
done by us which ought to be done ? Most assur- 
edly it is not done. As long as the poor have to 
live in a jnanner, which makes the separation of 
the sexes impossible and renders impracticable the 
observance of common decency, these crimes will 

be perpetrated Let us make a real, earnest 

exertion to improve the dwellings of the poor, and 
with the dwellings the morals of the inhabitants 
will mend." 

Dr. Farr says : " The children of that idolatrous 
nation that passed its children through the fire, an 
offering to Moloch, were hardly more in danger of 
losing their lives than those born in our large cities." 

Of a hundred children born, live to the age of 
five years, in 



402 The People and tJieir Homes. 

Norwcgia ... 83 Prussia '68 

Sweden .... 80 Holland 67 

England .... 74 Austria 64 

Belgium .... 73 Russia 62 

France .... 71 Italy 61 

But the very low mortality rates of the well situ- 
ated lower the average mortality of the whole, and 
hide the real state of the case, which is ugly, in- 
deed, as the mortality among the laborers crowded 
into the tenements of large cities rises to the fear- 
ful proportion of 50, 60, 70 and even more in 100! 

VillernK^ showed that the mortality was in French 
arrondissements : 

With 7 per cent poor dwellings . . i person in 72 
" 22 " " , . I " 65 

" 38 " " . . I " 45 

In England, sanitary investigations show a mor- 
tality in dwellings of 



202 square yards to each person 


• • • 


. I in 49 


lOI 


• • • 


. I " 41 


32 " " 


. . . 


. I " 36 



Of all the deaths from cholera in London, in 
1849, belonged to the 

Higher classes 26 in 1,000 

Middle " I57 " i.ooo 

Laboring *' 817 " 1,000 

This, of course, is entirely out of proportion to 
the number of the various classes. 
In Brussels, die 



The People mid their Homes. 403 

In the quarter, with the best dwelling's . . i in 53 persons. 
" " " poorest " . . I " 29 " 

In Zurich, in Switzerland, the average life in the 
best quarters is 40 years, in the poorest it is 28.3. 

Dr. Lankester shows the mortality in one of the 
best localities of London to be 11 in 1,000, in an- 
other one, among the laborers, it is 25 in 1,000. 
The same sanitarian shows the loss of England 
from insalubrious dwellings to be 100,000 lives per 
annum ; and as, where so many die, many more are 
sick, a simple calculation will show that icfj^rfjn 
preventable deaths imply a national annual loss of 
$50,000,000 1 And fully as much, and more, do 
the United States suffer, as our mortality rates are 
much higher, and human labor is worth more here 
than in England. We doubt not the interest on 
our whole war debt could be paid with what we lose 
by the annual slaughter of our working population. 

In proportion to the density of population, rent, 
and with it pauperism, increase, the morality of 
the people is lowered and their death rate of mor- 
tality rises. Let the reader reflect upon the con- 
tents of the following table : 

Occupant Proportion of illegitimate ^f^^^^^'O' 

Tovjn. to eo,ch rent to in- /'. ., in j .'ryj 



fjirth'^. 



London 

Berlin . . 
Paris . . 
Petersburg 

Vienna . . 



kouie. come. "' population, 

8 -^c-'A to I 4 pr. ct. 24 

32 i-X to I 16 " 25 

35 X to I 20 " 28 



23 



26 " 41 

X-Ktoi 51 " 47 



404 The People and their Homes, 

Minute statistical investigations show that in the 
same country where no other influences modify 
the result, crime is in proportion to the density 
of population and the suddenness of its increase, 
and, hence, so much of crime at the present 
movement of population from the country to the 
cities. Drunkenness, prostitution, scrofula, phthisis, 
zymotic diseases, insanity, suicide, and, at last, 
death, perhaps the only possible medicine against 
allthis and other unmentionable corruption, are all 
in proportion to the density of population, the 
breeder of all that is unwholesome for the body as 
well as for the soul, and for the state as well as for 
the individual. 

The rapid increase of dense city populations, says 
Beale, and the unchecked advance of huge masses of 
human misery and destitution — mental, moral and 
corporeal — exhibited in every country of Christian 
Europe must end in barbarism and despotism, if 
the right sort of Education does not come to the 
rescue. 

We have already referred to the barrenness of 
statistics in which extremes of all sorts thrown 
together produce insipid averages, which hide the 
true condition of things. Let our sanitary authori- 
ties give us the mortality of different sections by 
themselves, and not throw the pestilential and the 
salubrious together and produce the false impres- 



The People and their Homes. 405 

sion that things are just tolerable, when, in fact, 
this medium condition exists only on the paper 
where the best and the worst are thrown together, 
while in reality only extremes are met with. We 
talk of a rate of mortality of 36 in 1,000, when the 
fact is that in the best houses the mortality is 15 
to 20 in 1,000, and in the worst it is 40 to 50 in 
1 ,000. 

Mr. Michael, the Mayor of Swansea, in England, 
read before the Association of Social Science a 
paper in which he divides his town, according to 
the density of its districts, into three divisions : 

A With a mortality of 1 1 in 1,000 population. 

B " " 20 " " 

C " " 36 " 

Or, taking the percentage of the houses in which 
deaths occurred, and taking groups of five houses 
and the deaths occurring in them during a series 
of five years, he found of the buildings in district 

A, 21-29 P^' ct. had deaths, or i death in 5 houses in 5 years. 

B, up to 50 " " " 2 

C, 90-117 " " " . I " " 

Out of 127 population, 29 died in 5 years in the 
poorest district, which gives 58 in 1,000, while the 
mortality of the whole district is 24 in 1,000, and 
that of the best portion by itself is 11.6 in 1,000. 

Dr. Grunhow, an authority well known in the 
sanitary world, in an elaborate paper before the 



4o6 The People and their Homes. 

Association of Social Science, shows, while the mor- 
tality of Glendale, a healthy rural district of Eng- 
land, for a number of years was 15.09 per 1,000, 
that of Liverpool was 36.35 per 1,000! And while 
the average annual deaths in Glendale from pul- 
monary diseases were 216 to 100,000 population, 
the average annual mortality from the same cause 
to the same number of population was, in Liver- 
pool, 1,000. 

The death rate of children from nervous diseases 
is at Glendale 40 in 100,000 population. In Man- 
chester it is 393 ! 

Infantile deaths from diarrhoeal diseases at Glen- 
dale were for a number of years 57 in 100,000 
population, at Manchester 1,945 in 100,000! 

Deaths from all causes of male children under 5 
years, were at Glendale, 1 848-1 854, 3,499 in 100,000, 
in Manchester there were during the same time, 

13,5395 

It is not the location or country that makes so 

striking a difference, for, as we have already had 
opportunity to observe, the best buildings in the 
cities have as low a mortality as the best rural dis- 
tricts have. Unwholesome employment, crowding, 
intemperance, want, misery and profligacy, all unite 
to make cities a pest. The low stature and narrow 
chests of the artisans in cities are proverbial. 

Dr. 'Farr shows that the mortality of towns is in 



The People and their Homes. 407 

direct numeral proportion to the density of popu- 
lation. 

But not only does the mortality of a district in- 
crease with the density of its population, but the 
fecundity of a population falls with the rise in its 
number. 

In nine of twenty towns in England, which num- 
bered over 40,000 population, the deaths outnum- 
bered the births, and the increase of the population, 
in all was due to the movement of the population 
from the country. In Stockholm, Petersburg, Mos- 
cow, Venice, Rouen, and many other cities, the 
population would soon dwindle down to nothing 
without this emigration from the country. In no 
city is the proportion of births to deaths as large 
as in the surrounding country. 

In the country districts of Scotland the annual 
surplus of births over deaths amounts to 1.55 per 
cent, of the population. In the city districts it 
amounts to 1.33 per cent, and in Glasgow, Edin- 
burgh, Dundee, Aberdeen and others, the excess 
of births over deaths is reduced to 1.13 per cent. 

It was calculated in 1857 that of the inhabitants 
of England and Wales 8,250,000 persons living on 
2,150,000 acres, constituting the city population, 
the annual death rate was 25 per 1,000. The re- 
maining 9,750,000 persons living on 350,000,000 
acres, constituting the country population, show an 



4o8 The People and their Homes. 

annual death rate of 1/ per i,ooo, a difference of 
8 deaths for every i,ooo persons, or 8,000 for every 
milHon of population. Of course, as our mortality 
has not as yet been reduced to that which it is in 
England, the annual slaughter of our working popu- 
lation is much larger. We are very nice about 
many little things, and cultivate social murder as 
one of the fine arts. We strain at a gnat and swal- 
low a camel. 

Low rates of life lessen the working ability of 
the masses eight to ten years. 

The population born in large cities under the 
influence of noxious physical agencies is inferior 
in physical organization, tending to become short- 
lived, reckless, intemperate and little susceptible 
of moral improvement. 

Dr. Baly showed that the mortality from cholera 
in England and Wales was, in 1854, in 

134 districts with 91 5 population to the square mile, 65 to 10,000 
404 " " 235 " " *' " 7 " 

85 " " 122 ** " " " o " 

Dr. Stockton-Hough has carefully collected the 
most reliable statistics bearing upon the healthful- 
ness of city and country, and finds the old adage 
verified that the city is but another name for the 
grave. London has yearly 10,000 more deaths than 
births. Humanity, if living entirely in such large 
cities, would be obliterated in less than 200 years. 



The People and their Homes. 409 

Crowding, want, misery, luxury, effeminacy, vice, 
corruption and crime in high and low places de- 
stroy rriankind in large cities. » 

The mortality among children from I to 5 years 
in one hundred born is, in New York city, 50 per 
cent., in the country 38 per cent. 

The average life in the state of Rhode Island is 
31.45 per cent ; in Providence, the largest town in 
the state, it was but 27.9 during 15 years ending 
1870. 

In the country districts of England 202 out of 
1,000 deaths occur over 70 years of age, in Liver- 
pool but 90. In the country the average age is 38 
years, in Liverpool it is 27 years. In the agricul- 
tural districts of England 20.7 in every lOO per- 
sons attain 45 years ; in the four great cities of the 
kingdom only 17.5 reach that age. The average 
life in the eastern district of London is 25 to 30 
years ; in the agricultural regions it is 40 to 50 
years. General Walker gives the average life in 
the United States for 1870 as 39.25 years ; in New 
York city and Philadelphia it is only 25 years. 



410 



The People and their Homes. 



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35.69 28.56 
36.25 28.90 

38.86 24.50 
29.66 22.68 

27.42 23.42 

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39.88 36.22 
28.70 26.47 
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The People and their Homes. 411 

The average life in the cities of France is 35 
years, in the country it is 55 years ! 

According to the Registrar-General of England 
the mortality in districts with 

I or less persons to i acre, is 168 to 10,000 population. 
100 to 250 " " " " 262 " " 

In large cities the mortality to each 10,000 is, for 

London, with 50,000 persons to the square mile, 251. 
Leeds " 87,256 " " " 272. 

Manch'ter" 100,000 " " * " 337, 

Liverpool " 138,000 " " " 348. 

For more than half a century the rush of popu- 
lation has been more than what is wholesome from 
the country into the cities, as the following table 
will show at a glance as far as the United States 
are concerned: 





City population. 


Country population. 


1790 ^ . 

1840 . . , 

1870 . . . 


. , 3.4 per cent, 

. . 8.5 

. , 20.9 " 


94.6 per cent. 
91.5 " 
79.1 " 



This same movement of population modern in- 
dustry brought about in England, where the pro- 
portion was, in 

City population. Country population. 

1690 26 per cent, 74 per cent. 

1861 56 " 44 " 

To realize still more the movement of population 
from the country into the cities, let us consider the 



412 The People and their Homes. 

growth of cities in the United States within this 
century, which is for 





1790. 


1820. 


1850. 


1870, 


Boston . . , 


. 18,038 


43,298 


136,881 


250,526 


New York . . 


. 33.131 


123,706 


515.547 


942,292 


Philadelphia , 


, 42,520 


112,772 


340,045 


674,022 


Baltimore . 


. 13.503 


62,738 


169,054 


267,354 


New Orleans 


. 6,693 


27,176 


116,375 


191,418 


Cincinnati . 


.... 


9,642 


115.436 


216,239 


St. Louis . 


. .... 


4,528 


77,860 


310,864 


Chicago 


• 


• • • • 


29,963 

4,853 
(1840) 


298,977 



This movement of the population toward the 
cities is not by any means peculiar to America ; it 
is our modern system of manufacturing, and the 
people flocking to the cities to make their fortunes. 
The increase of the population in England between 
the census of 1850 and i860 v\^as for cities 17 per 
cent, and for the country 3.9 per cent. 

For the study of race deterioration and its pre- 
vention, this movement of population from the 
country to the city is the more important, as the city 
combines all the various causes of deterioration, 
and must the more tell upon the population. 

There the air is vitiated by a lessened percent- 
age of ozone and an increase of ammonia, carbonic 
acid and other impurities and the temperature is 
altered ; it is there we find insalubrious buildings 
and occupations, epidemics, syphilis, luxury, effem- 



The People and their Homes 413 

inacy and all sorts of extravagance, pauperism, 
drunkenness, insanity and crime. 

The city mortality is high enough compared with 
the mortality in the country, and yet the worst is 
only realized when we consider that the rate of 
mortality is excessive among infants, the cities, 
however, receive a great influx of adult population 
from the country which bore the risk. So, for in- 
stance, are of the 942,292 population of the city 
of New York of the census of 1870, 419,091 born 
somewhere else, and there the greater risk of their 
early mortality was born. The same is the case 
with 111,174 out of 250,000 population of Boston. 
In London, of the population under 20 years of age, 
26 per cent., and of those over 20 years, 53 per cent, 
were born outside of London. And the same is true 
of all growing cities, and gives them a much better 
sanitary aspect than they are entitled to. For 
many of their healthy citizens have been reared in 
the country, and, receiving all the time additions 
of adult citizens, their proportion of infant popula- 
tion is smaller than it is in the country, and their 
rate of mortality should, therefore, be much smaller, 
while, in fact, it is much larger than in the country. 

London boasts very much upon its low rate of 
mortality, but 600,000 of its enterprising adult citi- 
zens are the picked men of all England, and it 
requires just an annual influx of 18,000 men and a 



414 The People ajid their Homes. 

national nursery of 2,000,000 rural population, that 
sends the supply and bears the heavy mortality 
incidental to the bringing up of such a number of 
adults, and then London and the like growing 
cities boast upon their healthy population and their 
small mortality rates. 

Infants being delicate, the unhealthfulness of 
city life shows itself first, but not by any means 
exclusively, upon them. Though marriages are 
more frequent in the city, births are less numer- 
ous than in the country ; and though adults are more 
numerous in the city, the proportion of men over 
forty-five years is there smaller than in the country. 

Just as fallacious is the comparison of mortality 
rates of different cities and states, without taking 
into account the proportion of immigration received 
by both and their proportion of infant population. 
So, for instance, have Massachusetts, Maine and 
Connecticut but 10,000 infants under 5 years in 
every 100,000, while some of the states, like Mis- 
souri, Nebraska and West Virginia, have over 
15,000 infants under 5 years of age in every 100,000, 
and, consequently, though in the latter states the 
rate of mortality m.ay be greater, their sanitary 
condition may be vastly better. 

Typhus fever, the disease of the prime of life, has, 
as we have already repeatedly had occasion to see, 
its origin in such impurity of air as is produced by 



The People and their Homes. 415 

overcrowding, and is a constant cause of death, 
misery and pauperism. If death does not result, 
a low state of health becomes the rule. Bad air 
takes away appetite, depresses the spirits, lessens 
the vital power, predisposes to disease, and a re- 
lief is sought in alcoholism. The children lose all 
sense of decency, propriety and order, and ^o to 
recruit the dangerous classes. It would be cheaper 
to send children thus situated to a first-class board- 
ing school and put them in a way to become fair, 
healthy and wise, than to educate them downward 
into thieves, prostitutes and convicts, and keep up 
an expensive police force, courts and jails, and lose 
beside $25,000,000 property per annum. 

A man must not be allowed to crowd his family 
into less than necessary breathing space ; but he is 
poor. Do we on that account permit him to poi- 
son or knock on the head those depending upon 
him ? Neither should he be allowed to kill them 
with bad air. Instruct the people in the science 
of health, which has well been said, is the science 
of taking plenty of good air, improve what houses 
we have, build better ones, and protect the rising 
generation by positive enactments. 

We protect property — that is right. But life is 
left unprotected — that is wrong. Herein the age 
is erring. Everything is allowable within legal 
forms that leads to wealth, however much human 



41 6 The People and their Homes. 

life may suffer by it. Englishmen send out armed 
piratical crafts to force their poispnous wares or 
opium cargoes upon unwilling nations ; and Eng- 
land itself, a Christian nation, goes to war to force 
a hundred thousand chests of opium per annum 
upon hundreds of millions of men in Asia, spread- 
ing thereby misery, death and madness, and bring- 
ing ruin of body and soul upon countless people. 
But then, this makes commerce. 

This must cease, or we shall all perish, for a lie 
cannot stand, prop it up as much as we may. Life 
must be sacred or property will soon cease to be sacred. 
The law of life and its sacredness must underlie every 
other law and institution. Hygiene must become 
a religion extending its influence in every direc- 
tion. And the homes of the people must, above 
all, be brought under the influence of the law of 
life and hygiene. 

Already three hundred years ago, under Queen 
Elizabeth, the following law was passed : " No 
owner or occupier of any cottage shall suffer more 
than one family to cohabit therein under fine of 
ten shillings." 

The London Times and other influential papers, 
agree that the legislature has a right for the pro- 
tection of innocent victims to fix a suitable mini- 
mum of breathing space, and to give greater power 
to inspecting officers. 



The People and their Homes. 417 

Sir George Strickland says : '^ Wherever you have 
an overcrowded population you will observe im- 
paired health and morals, and, in consequence, lack 
of energy and self-respect. Sanitary improvement 
is the first step toward the elevation of their habits 
and tastes." 

Mr. Rawlinson says : " In my large experience I 
have found overcrowding everywhere attended by 
misery, disease and crime. The people can no 
more help it than they can roll back the sun in his 
course. Healthy people may go into abominable 
overcrowded tenements, but nothing but disease 
and misery can come out of them. The formation 
of suburban villages for the ^vorking people, with 
cheap and rapid communication with the cities, 
would be one of the greatest blessings conferred 
upon the laboring population of the country." 

Dr. Markham says: "It is the duty of the em- 
ployer, and he should be bound by law to attend 
to it, that work-people — while engaged at work 
by him — should have- proper accommodations, so 
that they may not have their health injured by 
overcrowding. People do not know that over- 
crowding undermines their health, and the first 
epidemic, be it typhus, smallpox or cholera, de- 
stroys them by thousands." 

The community has a right to legislate how 

much of a lot must be left free by the owner for 
18* 



41 8 The People and their Homes. 

giving- scope to the atmosphere and free access of 
light. 

We cannot legislate work, but by a consistent 
sanitary, legislation we can protect the people in 
their health ; and when they will have this, they 
will find every other desirable thing. 

We own we have but one idea — in Education, in 
science, in industry, in government, in civilization 
and in religion — we know no higher and no more 
sacred principle than even this regard for human 
life, which includes everything else that is of solid 
worth. 

There is an ancient people whose religion and 
legislation are chiefly founded on hygiene, and what 
spectacle does this nation present? It has fur- 
nished the world with a code of morals and the 
spirit to live up in a measure to the standard placed 
before them. This ancient people — hardly necessary 
to name — is preserved to this day m spite of the 
ravages of time and the persecutions of men, and 
though its dietary code dates back thirty-five hun- 
dred years, when nature's laws were but little un- 
derstood, its effects on the Jewish people are better 
told by the comprehensive figures of statistics than 
by long discussions. 

The most exact statistics of Prussia show the 
following death rates at the various ages of a popu- 
lation of 100,000: 



The People and their Homes. 419 

Christians. jfews. 

Still births 143 89 

o-i year 697 453 

1-5 years 477 386 

5-14 " 202 151 

14-^5 " 155 123 

25-45 " 334 231 

45-70 " 614 392 

70 and over 339 330 

Average mortality in 100,000, 2,961 2,161 

The pest in 1346 hardly touched the Jews, as 
the old historian Tschudi vouches. They enjoyed 
the same immunity in 1505, according to Fracastor. 
They were spared from the intermittent fever 
which raged at Rome in 1 691, as Rammazini states. 
The epidemic dysentery at Nimeque, according to 
Degner, spared them. The Christian sufferers from 
the pest were, therefore, declared the victims of 
wells poisoned by the Jews, who, in fact, owed their 
immunity to their conformity to the laws of hygiene. 

Human life is not altogether a physical process, 
it is the basis of all our social and moral relations ; 
whatever touches it assumes a peculiar importance. 

Whatever shortens the life of man degenerates 
his race, and by lowering his energy and powers 
lessens the number of great men, and strikes there- 
by a blow against the Bacons, Newtons and Wash- 
ingtons ; it makes us a scrofulous and cretin-like 
race, unfit to govern ourselves or the state, and ren- 
ders us slaves to passions within and tyrants without. 



420 The People and their Homes. 

Shorten the life of man, and knowledge and ex- 
perience are not put to half their use ; inventions 
go prematurely to the grave ; and the proportion of 
the young, and, therefore, of the unproductive, of 
the criminal, of the inexperienced and t^e foolish, 
of the turbulent, of births and funerals, of widow- 
hood and orphanage, of vagabondism, of pauper- 
ism and of vice and crime, is increased. 

Shorten the life of man, and with the shortened 
generations thought, action, government, institu- 
tions and systems become feverish, the constant, 
silent action of time — which alone leads to healthy 
maturity — is broken ; everything is hurried through 
as if hardly worth doing and comes into the world 
with the thought of leaving it in its mind, with 
paleness on its cheek, wrinkles on its brow and a 
coffin on its back, for when man is short-lived his 
work can be but fleeting. 

Shorten the life of man, and principle, character, 
moderation, good habits and wisdom — all the work 
of many years — lose their power and influence, for 
young people incline to change for better or 
worse, just as age is conservative and preserves 
the state. 

Shorten the life of man, and with the fulness of 
years disappears the sweetest charity, the broadest 
toleration, the most imperturbable justice, the most 
consummate skill in the management of great affairs. 



The People and their Homes. 421 

and the steady building and developing spirit which 
produces in science, life and government positive 
and permanent results, as Socrates, Newton and 
Humboldt did. 

Shorten the life of man, and you deprive the 
workshop of the strong laborer, commerce of the 
honest and trusted merchant, and the govern- 
ment of the wise patriot. Industry will, there- 
fore, languish, commerce dwindle and the nation 
decay. 

Shorten the life of man, and you strike Infancy 
,and ripe age ; the one destroys love in the family 
and the other veneration in the community, and 
both destroy man's motive for exertion ; for, 
while man naturally works for his children and 
his own old age, an excessive mortality destroys 
both. 

Shorten the life of man, and the strong though 
silent influences even upon rough men by sweet 
and holy childhood disappear ; the invigorating 
presence of men in their best estate vanishes with 
their health, and the earnestness of life gives way 
to levity when venerable age is taken from us. 
Every age as every sex has its own peculiar quali- 
ties and virtues, and men and institutions are only 
perfected by the silent mutual Education of all the 
integral parts of a complete humanity. 

But the disastrous bearings of an excessive mor- 



422 The People and their Homes. 

tallty or a puny humanity shriveled in body and 
mind, in thought, motive and action, are beyond 
numbering ; and we will only add that the wanton 
slaughter of our young children as well as of our 
prematurely dying parents, cannot but breed in us 
such an indifference and carelessness about life as 
will crop out in a thousand ways as social murder, 
and stamp us a fratricidal race. Love, goodness, 
beauty and truth are the highest functions of man, 
and require him to be in the healthiest condition ; 
an excessive mortality is of necessity accompanied 
by feebleness, cunning, treachery, lying and low- 
mindedness. A long-lived race is a healthy, free- 
dom-loving and defending race ; a short-lived race 
is a cowardly race, one that neither loves freedom 
nor dares defend it — it is a race of tyrants and 
slaves. It is a race without truth, bravery or mag- 
nanimity. A race hardly worth the short existence 
allotted to it. It is bankrupt in body and soul, and 
held in derision by God, man and nature ; and the 
best it can do is to perish and wipe out the black- 
est spot of creation — a race that has cast away the 
noblest heritage, a God-like humanity. 

Do we lose sight of the great subject of our 
essay. Education ? Surely not. But we mean to 
impress the all-important fact, that the miserable 
abodes of the people, breeding disease, vice, drunk- 
enness and crime, render all true Education im- 



The People and their Homes. 423 

possible. Schools supported by dog-kennels may 
manufacture ciphering rascals, but to educate men 
and women they must have the co-operation of 
well-regulated homes. 

We dwell upon physical comforts for the masses 
as the lowest round which must be passed before 
the highest can be reached. Destutt De Tracy, the 
well-known scholar and statesman, says, '' Neither a 
legion of school teachers nor the professors of logic 
of all Europe can assist as much the civilization of 
a people, as an additional degree of well - being, 
which gives them leisure !' the very thing without 
which the school is a name without a meaning. 

We do not under-value the treasures of the mind. 
With Prof. Jos. Henry, Renan and Prof. John W. 
Draper, we assign to perfect knowledge the highest 
place in the State. But we distinguish philosoph- 
ical, practical and verbal knowledge or vague opin- 
ion ; the first, like the hidden forces of nature, is a 
life power, and all-penetrating ; the second, substan- 
tial like matter, is the very foundation of society ; and 
the third, like shadows vast and running before the 
things v/hich cast them, spreads darkness and works 
confusion ; and, hence, as philosophy is attainable 
but by few of rare talents and leisure, we are, in 
the interest of truth, peace, order and prosperity, 
in favor of practical knowledge and industrial train- 
ing for the masses. 



PART SEVENTH. 



THE SCOURGES OF HUMANITY. 

In a treatise on Race Education, of which the 
prevention of human deterioration* by forestaUing 
bad habits or hereditary evil tendencies through 
correct early training and teaching, forms a not un- 
important part, drunkenness, often hereditary and 
more frequently the child than the parent of pov- 
erty, but often the parent of insanity, of suicide 
and of crime, claims our attention. 

Morell, who has made human deterioration a 
specialty, mentions in his pathological studies the 

case of F , who was the son of an excellent 

workman early given to hard drinking. He in- 
herited the tendency to strong drink, and had 
seven children. The first two died in infancy of 
convulsions, a nervous affection. The third at- 
tained some skill in handicraft, but fell away into a 
state of idiocy at twenty-two years of age. The 
fourth attained a certain amount of intelligence, 
and relapsed into profound melancholy with a ten- 
dency to suicide, which terminated in harmless im-* 
becility. The fifth is of a peculiarly irritable tem- 
(424) 



The Scourges of Humanity. 425 

per, and has broken all relations with the family. 
The sixth was a daughter, with the strongest 
hysteric tendencies, and has been repeatedly and 
seriously troubled in her reason. 

Here is another pathological study of a gentle- 
man of distinction and an inveterate inebriate. 
Four of his children perished in infancy, as the chil- 
dren of such men usually do ; the fifth, a son, in 
spite of every precaution taken by Education, was 
at nineteen the heir of his father's vice in an insane 
asylum ; as a child he was extremely cruel, as many 
children of inebriate parents are — the terror of their 
playmates and of innocent little animals. 

Morell cites many cases of children of inebriates 
cursed in later years with the hereditary bent of 
excessive a+coholism, leaving one insane asylum 
for the other, and ending in marasmus, general 
paralysis, in a perfect brutal condition, and the 
utter extinction of reason and conscience. 

The same great author and physician gives the 
following analysis of a family under his treatment. 
In the first generation : immorality, depravity, ex- 
cessive alcoholism and moral torpor. In the sec- 
ond generation : hereditary drunkenness, mania and 
general paralysis. In the third generation : sobriety, 
hypochondria, monomania of being persecuted. In 
the fourth generation : little intellect and homicidal 
tendencies ; at the age of sixteen, fits of mania, 



426 The Scourges of Humanity. 

stupidity, transition to idiocy and extinction of the 
race. 

Morell further says : " I constantly find the chil- 
dren of drunkards in the asylums for the insane, 
in prisons and houses of correction. The deviation 
from the normal type of humanity shows itself in 
these victims by the arrest of the development of 
their constitutional system as well as by a vicious 
intellectual disposition and cruel instincts." 

Dr. Elam justly remarks, the children of the poor, 
where this evil tendency remains uncorrected by 
a good physical and moral Education, the surround- 
ings are vicious, and want and misery irritate a 
weakened constitution, the consequences of drunk- 
enness in the parent are aggravated, and, hence, 
the frightful amount of insanity among the poor. 

The intellectual and moral nature of man is his 
very essence, and its total degradation betokens a 
morbidity or deviation from the normal type, which 
cannot be but hereditary. 

A system of Education that aims at the preser- 
vation of the human race, cannot lose sight of 
drunkenness and its prevention, the means of which 
are many and decided, and form the natural ele- 
ments of a practical Education, as we shall have 
further opportunity to show. The characteristic 
mental features found by Morell in the children 
of inebriates and which demand attention, are 



The Scourges of Humanity. 427 

an irresistible wandering from place to place, a 
want of purpose, indecision, lawlessness, moral ob- 
tuseness and a taste for ardent spirits. What a 
heritage ! the very genius of pauperism and the 
high road to crime to which vagabondage unfail- 
ingly leads. The desire for stealing and the taste 
for the lowest and most vicious associations, as also 
a spirit refractory to all regulations, accompany the 
morbid appetite for strong drink in the victim of 
hereditary dipsomania. 

Maudsley says, drunkenness in the parent is a 
cause of idiocy, suicide or insanity in the offspring, 
as also insanity in the parent may occasion dipso- 
mania in the offspring, which conclusively proves 
the deep-seated deterioration of the nervous system 
arising from drunkenness, the close attendant of 
pauperism. 

Delirium tremens is not the worst nor is it the 
end of drunkenness, which weighs down humanity 
with a leaden curse, convulsing it through genera- 
tions, until, at last, the spirit in man succumbs to 
the demon, and every trace of divine intelligence 
and power has been crushed out in the long and 
^painful struggle. 

Alcoholism is attended by great weakness, cramps, 
convulsions, partial paralysis, horrid pains, sleepless 
nights, restlessness, delirium, haggardness, a com- 
plete abolition of the intellectual and moral pow- 



428 The Scourges of Humanity. 

ers, a perfect obliteration of the will and excited de- 
sires, which make the drunkard a brute, lost in in- 
difference to all, and moving like an automaton, 
without motive or end, but drink, with the heart, 
lung and liver suffering, and ending in marasmus, 
dropsy, diarrhoea or delirium tremens. 

Among i,ooo paralytic insane, studied by Morell, 
200 were reduced to that condition by hard drinking, 
and of 200 inebriates, who found their way into the 
insane asylum, 35 were obviously hereditary cases. 

Four brothers inherited the passion for drink, in 
which they all indulged to excess. The oldest 
drowned himself, the second hung himself, the 
third cut his throat, and the fourth threw himself 
out of an upper window. And there is, in fact, no 
end to the sad stories of whole generations of 
drunkards. The drinking habit of the parent is in 
most cases an irresistible impulse or disease in the 
child, uncontrolled by any motive whatsoever. Men 
are treated by the law as criminals, when they are 
in fact maniacs. 

When the duty on spirits was removed in Nor- 
Avay in 1825, between that time and 1835 insanity 
increased 50 per cent,, but the increase in idiocy 
Avas 150 per cent. ! 

Out of 300 idiots, examined by Dr. Howe in the 
State of Massachusetts, 145 were the children of 
intemperate parents. 



The Scotirges of Humanity. 429 

Sweden consumes 25,000,000 gallons of spirits 
though it has but 3,000,000 population— of whom 
but half are of an age to drink — and the conse- 
quence is that insanity, suicide and crime are fear- 
fully common among them, notwithstanding every 
one of them has what passes commonly for an 
Education. 

In two hospitals at Copenhagen, of 1,000 male 
patients among mechanics, 34, and among day 
laborers, 80, suffered from delirium tremens ; among 
the first class 61, and among the latter 104 cases of 
deaths were the result of liquor. Of 100 deaths 
among saloon keepers and bar tenders, 13.4 per 
cent, are caused by liquor. 

Neison, the great English statistician, established 
from extended observations made on 6,111 drunk- 
ards, that at the ages of 21-30 the mortality among 
them is five times, and at 30-50 four times as high 
as among temperate people; and while of 6,111 
common people, 100 should have died at all ages, 
the drunkards lost 357. 

The expectation of life is at 







With drunk- 


With cofnmon 






ards. 


people. 


20 years 


of age . 


• • . 15-5 


44.2 


30 " 


(( 


. . 13.8 


36.4 


40 " 


(( 


. . 11.5 


28.7 


50 '* 


<( 


. . 10.8 


21.2 


60 " 


<< 


. . 8.9 


14.2 



430 The Scourges of Humanity, 

While at 20 years of age a comflrion man has an 
expectation of living 44 years, a drunkard has but 
an expectation of 15 years, which cuts his life short 
35 years ! 

Drunkenness is the bridging over from pauper- 
ism to insanity, and the three together represent 
the complete destruction of humanity. 

The statistics of England are noted for their re- 
liability. The following table will, therefore, show 
the exact increase of insanity among the English 
poor. The population of England and Wales was 
in 1861, 20,061,725. 



1859 
i860 
1861 
1862 
1863 
1864 
1865 
1866 
1867 



Number of j>oor. 


Insane poor. 


Per cent 


867,543 


30,318 


3-50 


854,896 


31,543 


371 


891,868 


32,920 


3-69 


946,166 


34,271 


3.62 


1,142,624 


36,158 


3-17 


1,011,753 


37,576 


3-7 


974,772 


38,487 


4.0 


924,813 


39,827 


4.3 


963,200 


41,276 


4.3 


1,040,103 


43,158 


4-3 


1,046,569 


45,153 


4.3 



1869 

Whosoever can read this table intelligently and 
his heart does not ache for his brother, need not mis- 
take his own quality any more. Let him set down 
himself for all future a heartless villain. 45,153 in- 
sane among 1,046,569 paupers, or 44 in every 1,000, 
in 1869; while England and Wales had 21,158 in- 



The Scourges of Humanity. 43 1 

sane paupers, or 23 in every 1,000, in 1852, which 
gives an increase of 91 per cent, of these unfortu- 
nates in seventeen years ! Think for a moment, 
the city of New York had 50,000 maniacs and the 
United States 2,000,000 ; well, the proportion of 
the insane among the very poor — we may call them 
paupers, they are men and our brothers still — is 
just the same. Is this not a degenerating human- 
ity? And ought Education not to meet it with 
different weapons than grammar, spelling and geog- 
raphy ? 

A State Report of 1855, of Massachusetts, shows 
that the picture is as dark here as it is in England, 
and that insanity afflicts the poor sixty-six times 
as much as the independent classes. 

What we have said sufficiently establishes that 
drunkenness most fearfully deteriorates the race, 
and should be met by Education, which must look 
to the preservation of the race. But the subject is 
too important to be dismissed without further 
remark. 

George Combe maintains overwork and under- 
feeding to be among the chief causes which induce 
the craving for stimulus. The school, therefore, 
by spreading technical knowledge must relieve the 
laborer of his poorly-paying drudgery, which means 
much work for little pay, that leads him to the ^\n 
shop. 



432 The Scourges of Humanity. 

Prof. Fawcett traces drunkenness greatly to ex- 
cessive toil and ignorance. The toiling masses are 
reared in such ignorance, squalor and misery, that 
life to them is dreary and nature without beauty, 
and moral beauty exists for them no more than 
the beauty of the physical world, for society and 
the laws of government oppress them, and wife 
and children sadden them in proportion to their 
love for them. 

Rev. Alexander Macloid strenuously insists, that 
drunkenness is not a voluntary evil. The polluted 
atmosphere in which the poor live, the poor dwell- 
ings, the bad food, the want of temperate refresh- 
ments and of a sensible Education, which is a check 
on low desires, are all causes of drunkenness. The 
most unwholesome and exhausting trades, as the 
mining and iron industries, count the hardest 
drinkers. 

To the causes of drunkenness already stated, we 
may add over-excitement as well as depression, 
chagrin of all sorts, anger, etc., need we say, hunger, 
cold, hopelessness, self-abandonment and shiftless- 
ness ? 

In many trades an irritating animal, vegetable 
and mineral dust produces a continual dryness and 
irritation in the respiratory organs and throat, and, 
hence, a desire for drink. 

Want of employment and a mind not finding 



The Scourges of Hmnanity. 433 

sufficient mental excitement in its occupation, lead 
also many to drunkenness. 

The cultivation of higher tastes and pleasures, 
delight in flowers, music, song, paintings and gar- 
dening, science, literature, and whatever raises the 
condition and dignity of workingmen, will remove 
them above the low and degrading vice of drunken- 
ness. An Education that will raise the work-people 
from mere routine drudges to the rank of thinking 
mechanics, will lift them above all temptation of 
drunkenness, for as skilled artisans they will cease 
to be poor, to want food for the body or food for 
the mind ; .as men of thought they will, as a rule, 
be neither over-excited nor depressed, as thinking 
cultivates equanimity ; they will not be debarred 
from the higher and purer delights of the mind, 
and if they enter the company of the low it will 
not be to fall into their vices, but to raise them 
who are low ; careful men and trained in the scien- 
tific principles of their trades, they will soon rid 
their work of every element that may tempt them 
to drink. 

The Westminster Review says : " While men are 
permitted to breathe pestilential air all their life, 
how can we expect the love of strong drink to 
perish ? Shorten work, or the drooping frame will 
infallibly have recourse to stimulants. Give the 
workingmen libraries, amusements, lectures and 
19 



434 * ^^^^^ Scourges of Humanity. 

leisure for attendance ; good and cheap newspa- 
pers have already done much to elevate the work- 
people, and will do much more ; park excursions, 
woods and fields, sky and open air, all elevate and 
improve man's better nature." 

Taine, the philosopher and historian, says : 
" The depression of the workingman and his 
whole condition drives him to the cup and 
drunkenness." 

The workingman, whose wages must be supple- 
mented by those of his wife working out of the 
house, is driven, by the cheerless, unprovided dog- 
hole of a home he enters coming from his day's 
labor, to the more inviting public house. 

The squalor of the poor separates them like a 
gulf from better society ; it is crushing and degrad- 
ing and destroys all self-regard, with which all else 
is lost. 

The unceasing toil of men, women and children 
renders all culture and virtue impossible among 
the poor. 

A practical school that uses more collections of 
objects of nature, art and industry than text books, 
will form a taste for zoological gardens, picture gal- 
leries and industrial museums. 

Let us clean out our own hearts and join the 
company of the poor. He who had their welfare 
at heart did not disdain to mingle with wine bib- 



The Scourges of Humanity, 435 

bers. The paying out of wages at long intervals 
gives rise to sudden excesses and long depressions, 
which both favor drunkenness. 

Misery leads to drunkenness and is intensified 
by it. Ireland drinks more than England, because 
it is more miserable. 

Many laborers suffering ill health induced by 
over-exertion take refuge from exhaustion in stimu- 
lants. Many suffer from indigestion brought on by 
protracted in-door labor, and the appetite failing 
early in the morning they take a glass, and soon 
another one, and so on. 

The London Times, very guarded in its statements, 
says : " Many workmen could not get through the 
work by which they gain their own and their chil- 
dren's bread without liquor." Of course, a man 
ought not to draw to-day upon his vital powers 
of to-morrow. 

The same great journal continues in the same ar- 
ticle : " That to many of the poor people, living in 
over-crowded, ill-ventilated, ill-lighted rooms, the 
public house is the only place in which they can 
enjoy a quiet evening in pleasant and perhaps in- 
structive intercourse with their neighbors after a 
hard day's work, cannot be denied." 

The vice of drunkenness was a hundred years 
ago universal ; with wealth the well-to-do classes 
gained in refinement ; as we spread by our human- 



436 The Scourges of Humanity. 

ity comfort among the masses, grace will also adorn 
their manners. 

Careful statistics prove that in proportion that a 
more thorough Education and well-being spread 
among the working-people everywhere, in England, 
France, Germany and among us, in the sam.e pro- 
portion is drunkenness lessened. 

The vast capital that is wasted in poisonous 
liquors, the army of men engaged in this nefarious 
manufacture and trade, the pauperism that is made 
and intensified by it, the crimes that are committed 
under its influence, the families that are broken 
up by it, the brutality that is nursed by it, the 
idleness and loss of industry and the consequent 
want of which it is the cause, the army of court offi- 
cers, police, jail and penitentiary officials it makes 
necessary, the broken-hearted widows and deserted 
orphans it fills the country with, the prostitutes it 
makes — all this, and more than all this, the low, 
vicious state in which we all more or less must 
sink living in such a community, render it difficult 
for us to suppress facts and thoughts calculated to 
throw light on a subject exercising the hearts and 
minds of the good men and women of this land. 
But our space commands us to break off — and we 
can only appeal to teachers to believe us or to 
consult perplexed boards of charities and correc- 
tion and burdened tax payers, and they will find 



The Scourges of Humanity. 437 

that pauperism, drunkenness, insanity and crime 
are not accidents, but evils of a steady and gigantic 
growth, defying all palliatives, and threatening the 
life of modern communities, which Education alone 
can prevent by practical training and measures all 
taken in view of this great purpose during the 
long years of the formation of men and women 
at school. 

John Brown consents to keep John Smith at 
school in his early years that he may not have to 
keep him at a later day in jail, the poor house or 
insane asylum, but he positively refuses to pay a 
hundred dollars school tax, and deprive himself 
of so much comfort that John Smith may learn 
the name of every river in Africa, or spell at school 
every word between the lids of Webster's un- 
abridged quarto dictionary. 

Educators, whose horizon does not widen be- 
yond declensions and conjugations, have long since 
laid aside this volume, and men interested in the 
race and its preservation will not shrink from the 
study of evils, which no amount of prudery will 
wink out of existence. 

The virus of syphilis spreads noiselessly, and de- 
stroys the race in its ver}^ germ, poisoning the 
blood, disorganizing nerve and bone, and inflicting 
scrofula, phthisis, insanity and many other forms of 
disease upon the innocent, a fearful heritage of 



438 The Scourges of Humanity. 

shame and woe that fills them with thoughts of 
self-xiestruction. 

Neither the extent nor depth of this evil is suffi- 
ciently understood. Through hereditary transmis- 
sion syphilis appears after one or two generations 
as scrofula, which, like the parent evil, attacks the 
mucous membranes, the flesh and the bones, is 
hereditary and amenable to the same treatment. 

It is equally the opinion of weighty medical au- 
thorities that phthisis, of all deadly diseases the 
most common, robbing the young and the fair so 
often of life and hope, and the very scourge of 
mankind, is, to a great extent, the taint of syph- 
ilis in the blood, spread at the end of the fifteenth 
century, when the licentiousness of princes and 
prelates had reached its height, and, as Buckle 
says, from the Pope in the Vatican to the chamber- 
maid, this terrible malady had afflicted all classes. 

In Rome, we are informed by cotemporary wri- 
ters, the disease broke out in March, 1494, and 
spread before the year 1495 all over France, Italy, 
Dalmatia, all the parts of Macedonia and Greece, 
Germany, Mecklenburg, Westphalia, upon the coasts 
of the Baltic and Roumania, and did not spend its 
force until the end of the sixteenth century, after 
every twentieth person all over Europe became a 
victim of this loathsome pest. This universal 
plague was followed by more partial ones at the 



The Scourges of Humanity. 439 

end of the eighteenth century in all parts of Nor- 
wegia, where it was brought by Russian soldiers ; 
in Sweden, where Norwegian soldiers introduced 
it ; in East Gothland, where soldiers coming from 
Pomerania brought it in 1762 ; in Norrtige, brought 
by soldiers in 1790 ; in Courland, introduced in 1757 
by the soldiers of the Seven Years' War ; in Lith- 
uania, brought in iSooby the Russian soldiers. In 
1760, it raged on the banks of Lake Huron, and 
made great ravages on the shores of St. Paul's Bay 
among the Ottawa Indians. In 1785, 5,800 were 
afflicted with this poison in the then sparsely popu- 
lated Canada. It ravaged in 1791, and for many 
years in Illyria, and as late as 1841 in certain locali- 
ties in France. In Sweden and Norway it often 
commits ravages ; it is remarkably frequent and 
extended in England, in large towns or where 
the military are located, who make more havoc at 
home by the spread of this most loathsome and 
deteriorating disease, than they ever do among the 
enemy with cannon or bayonet. Such is the his- 
tory of the introduction of the virus of syphilis 
into the blood of the living generation, and which 
enforces upon us its tribute paid by scrofula, which 
appears in a variety of skin and other diseases, in 
the different forms of defectiveness, and, above all, as 
phthisis, in which form it makes the greatest rav- 
ages ; it certainly is of all the deteriorating agents 



440 The Scourges of Huina7iity. 

the most fearful, and demands the attention of 
every friend of humanity. 

The virus of syphilis in the blood does not only, 
as Dr. Sanger says, entail upon children a mental 
and physical unfitness for action in the active pur- 
suits of life, but feeds low desires, stimulates the 
appetite for strong drink, produces a cynical state 
of mind and an obliquity in the mental and moral 
nature of man, which renders him mendacious, hypo- 
critical, cunning and selfish, poisoning Church and 
state, and answering for much that is reprehensible 
in both. 

The insidious nature of this fearful poison calls 
for exact information based upon statistics which 
cannot be questioned. 

From 1804 to 1842, 129,809 venereal patients 
have been treated in the hospitals of Paris, the 
number increasing with every year, so that while it 
was 2,212 in 1804, it was 5,059 in 1842, and to this 
day this number must have more than quadrupled. 
What a deterioration of the nervous system, epi- 
lepsy, insanity and suicides such an amount of 
syphilis must produce I 

The Report of Guy's Hospital in London states 
43 per cent, of all external diseases treated there are 
venereal. Mr. Caspar Foster states 174 cases of 285 
in surgery, in 1867, were venereal cases. The Royal 
Free Hospital in London has daily 117 new con- 



* The Scourges of Humanity. 441 

sultations in venereal cases, or 3 in every 8 cases 
of a surgical nature. At the hospitals of King's 
and University Colleges, St. Mary's, Westminster, 
London, Middlesex and Metropolitan Hospitals, 
one-third of the surgical cases are venereal. In 
the hospitals for the sailors, 50 cases are daily 
brought in. In the Eye Hospital for Children one- 
fifth of the cases are syphilitic. Dr. William Remond 
states that in the Children's Hospital 93 boys and 
105 girls, or i in every 5 children, were affected with 
syphilis. In hospitals for skin diseases one-eighth 
to four-fifths of the cases are syphilitic eruptions. 

From 1844 to 185 1 the British army, numbering 
44,611 men, had annually 8,032, and the navy dur- 
ing the same years annually of 28,800 men, 2,880 
venereal cases. From 1859 ^^ i860, of 1,000 sol- 
diers in London, 422 were treated in the hospitals 
for venereal affections. 

Recruits examined for the service in 1853 showed 
250 in 1,000 the symptoms of syphilis. In i860, 
the British army numbered 306 cases of syphilis in 
every 1,000 men, and each man averaged 8.69 days 
yearly loss in the hospital. 

At. Vienna were treated in the hospital in 

Men. Wo7nen, Girls, Children. Total. 



i860 . 


. . 3,550 


62 


1,440 


I 


5.463 


1861 


. . 3.375 


73 


1.753 


5 


5,206 


1862 . 


. . 4,000 


n 


2,019 


5 


6,901 


1863 . 


. . 5,808 
19* 


90 


2,224 


6 


8,128 



442 The Scourges of Humanity. 

Under private treatment there must have been 
three or four times as many. 

Among 42,000 artisans in Berlin in 1856 and 
31,000 sick at the hospital, were 1,800 cases of 
venereal, or 4.3 per cent, of the artizan population, 
and 6 per cent, of the hospital cases. 

Syphilitic cases under hospital treatment have 
doubled in little Bavaria, as everywhere else. In 
the hospitals there were in 1859, 974 cases ; i^^i? 
1,321 cases; 1865, 1,834 cases. 

At the end of the last century the inhabitants 
of several districts in Denmark were obliged to 
submit to an official medical examination on ac- 
count of the frequency of syphilis among the 
people. 

Syphilitic children die mostly in their first in- 
fancy; still, in the hospital of Bordeaux, 1 856-1 861, 
77 children among 2,719, or about 3 per cent., show 
plainly symptoms of syphilis, and 66 of this num- 
ber died before their sixth year. 

The following facts, gathered from the work of 
Dr. Sanger, show the increase of venereal poison 
in New York City. Blackwell's Island Hospital 
treated in • 

1854 1,541 venereal cases. 

1855 1,549 

1856 1,639 

1857 ...... 2,090 " 



The Scourges of Humanity. 443 

The following table contains the venereal cases 
in the various public institutions of the metropolis 
in the year 1857: 

Penitentiary Hospital, Blackwell's Island . . 2,090 

Almshouse, Blackwell's Island 52 

Work-house " " 56 

Penitentiary " " . . . . , 430 

Bellevue Hospital , . ']6Z 

Nursery Hospital, Randall's Island .... 734 
New York State Emigrants' Hospital, Ward's 

Island 559 

New York Hospital, Broadway 405 

New York Dispensary, Centre Street , , , 1,580 

Northern " Waverley Place . . 327 

Eastern " Ludlow Street . . . 630 

Demilt " Second Avenue . . 803 

Northwestern " Eighth " , . 344 

Medical Colleges 207 

King's County Hospital, Flatbush, L. I. . , 311 

Brooklyn City Hospital, Brooklyn, L. I. . . 186 

Seaman's Retreat, Staten Island 365 



Total 9,847 

Cases in these Institutions unrecorded , . . 4,923 



Total i4»77o 

Add to these hospi al cases the number of per- 
sons treated all over the city, privately, which must 
be at least three and four times as many, and we 
may form a somewhat correct idea of the deterio- 
ration of th^ race from syphilis. This estimate may 
appear high, but as we have for every 5 per cent, 
adult males one prostitute spreading the virus of 
syphilis, the result can surprise no one. 



/[/[/[ TJie Scourges of Humanity. 

m 

What a fearful amount of deterioration of the 
physical and moral nature of man must this poison 
effect ! More than half of the seamen are its vic- 
tims, lOO to 200 in every 1,000 soldiers suffer from 
it, 25 to 30 per cent, of all the sick in military hos- 
pitals are affected with it, 5 per cent, of the patients 
in all hospitals are sick with it, 4 per cent, of the 
poor and 2 per cent, of the entire population of 
large cities are tainted with it, i to 2 per cent, of 
innocent infants perish from it, and many more 
transmit it to coming generations as a fatal potency 
cropping out in deteriorating diseases without 
number. 

It is the milliners, seamstresses, tailoresses, dress- 
makers and the like low-payed occupations, which 
force women into the path of vice. But one in 
five hundred cases was found by Dr. Sanger, in 
which a woman in the better remunerated trades 
followed this low life. " Working from early dawn 
till late at night, with trembling fingers, aching head 
and very often with an empty stomach, the poor 
seamstress ruins her health to obtain a spare and 
insufficient living." 

Among 1,224 of these miserable creatures the 
earnings of their honest trades yielded them per 
week in 

127 cases $4 cxD 

230 " 3 00 



The Scourges of Humanity. 445 

336 cases $2 00 

534 " I 00 

Whatevei^fosters prostitution by interfering with 
woman's making an honest HveUhood, or encourages 
concubinage by rendering tlie maintenance of a 
family by the masses of the people impossible, or 
undermines the family by false teachings, is the in- 
direct means of spreading syphilis, the fell-destroyer 
of the race, who, unchecked, would exterminate it 
in the course of not many generations. 

Let the school see to it, that woman on leaving 
it may be trained for maintaining herself honestly, 
and that man may be enabled to support a family 
with his labor, rendered effective by a practical and 
scientific Education. 

We must banish, says a great sanitary authority, 
misery, educate men correctly, fill them with higher 
interests, make sanitary care a religion, put life 
under the authority of correct morals and a com- 
prehensive hygienic legislation, restrain selfishness, 
and fill all with a spirit of love and mercy by a re- 
generated civil and penal code. Nothing so much 
as purity of morals and cleanliness oppose the 
genesis and spread of syphilis, but want and misery 
are hardly compatible with cleanliness and purity. 

Let woman be trusted with the holy office of 
training and educating the race in the national 
nurseries of the land, and she will cease to lead the 



44^ The Scourges of Huma7tity. 

fashion and induce extravagance; a man will then 
be able to support a family on a modest income, 
and prostitution will consequently become excep- 
tional. Woman in her elevation will disdain to 
subserve to the pleasure of man or to live for her 
own vanity sake ; her labors for the race will spread 
a noble spirit, and want will bring her no more to 
that lowest depth of infamy which disgraces to-day 
man more than her and most of all our Education, 
which makes us all what we are. The school is re- 
sponsible for the prostitution it does not prevent, 
and the pest it does not arrest it spreads. 

Our schools teach us many fine things, but leave 
such matters to jails and houses of correction, which 
in their turn deem it labor lost to attend to a field 
overgrown with weeds. 

Shall we, then, correct this race-deteriorating 
evil by Race Education, which strengthens our 
hands and gives them cunning and inspires our 
heart to work for the race and its preservation, or 
shall we make a yearly contribution of 70,000 to 
100,000 illegitimate births and half as many in- 
fantile deaths, and the day of judgment may 
reveal how many infanticides registered " still 
births"? 

According to exact statistics 700,000 illegitimate 
children are annually born in Christian Europe, or 
one illegitimate child to every 13.5 legitimate. In 



The Scourges of Humanity. 447 

some of the large cities every second or third man 

is a bastard. 

In France the number of illegitimate children 

were in 

1844 73.950 

1849 75,395 

1857 76,189 

Marbeau, in the Seance of the Academy of Moral 
Sciences, gave the following interesting social fig- 
ures, expressive of the moral condition of France : 

76,189 illegitimate children. 
35,000 abortions. 
34,000 abandoned children. 
30,000 still births. 
168 infanticides. 

The Medical Chirurgical Review calculates that 
at the very least, a million ^and a half of persons are 
yearly infected in Great Britain with this most terri- 
ble poison. How enormous, then, must be the num- 
ber of children born with secondary syphilis ! how 
immense the mortality among them ! and how vast 
the amount of disease and misery transmitted to 
coming generations ! It is this that fills our 
hospitals, insane asylums, asylums for the blind, 
the deaf and dumb, our poor-houses, jails and many 
an early grave. . 

And here, then, again the question urges itself 
upon our mind, can Education engage in a more 
important work than arresting this as well as other 



448 The Scourges of Humanity. 

pests which deteriorate the race and dwarf the pro- 
portions of man ? 

Standing armies, these ulcers of modern states, 
the graves of liberty, consuming the earnings of 
the nations and heaping up monstrous public debts, 
causing rates of taxation that bear heavily on all 
enterprise, these evils require volumes to be shown 
up in all their bearings, but cannot be left unmen- 
tioned where the scourges of humanity are num- 
bered. They are sources of death and destruction 
in times of profoundest peace as well as in times of 
war, as we have shown by their rates of mortality 
and suicide and the propagation of the most loath- 
some and deteriorating disease among the nations. 
They are a public sanction of murder and robbery, 
and are a standing challenge to God and humanity. 

Our prisons are another public scourge and a 
hotbed of human deterioration ; and what else but 
our schools can we blame for the state the criminal 
is in, or for the worse laws and officials, who in the 
name of justice perpetrate the greatest injustice, 
malice and revenge, and render men's lives cheaper 
by their dealings than the criminal ever did in his 
lawlessness, creating nests breeding vice and crime 
of the deepest dye, which like a torrent sweep de- 
structively over the land they were to protect, by 
reforming or making innocuous dangerous men. 

The trades and pursuits of artisans which are 



The Scotcrges of Humanity. 449 

sources of pleasure, delight and comfort to all are 
under our present system of Education scourges to 
the men, women and children who actively engage 
in them. A description of the deterioration of the 
masses, arising from the numerous trade diseases, 
would swell our volume beyond proportion ; we 
can but hint at the skeleton, but dare not enter 
the charnel house. 

An observing employer remarked: "The men 
drop off from work unperceived and disregarded. 
I am quite at a loss to know what becomes 
of them. When they leave off working, they go, 
and are seen no more. Some, perhaps, become 
applicants for charities ; but so few have I known 
of the ages of sixty or seventy, that leaving work, 
they seem to leave the world as well, a solitary 
one appearing at intervals to claim some trifling 
pension or seek admission to the almshouse." This 
is as melancholy as correct a representation of the 
end of the artisan, still let our end be like his, 
rather, than to be among those who can read such 
a summing up of a hard workingman's days with- 
out a deep pity stirring in their heart for poor hu- 
manity. 

Mail after man dies of decay in the prime of life 
and no warning is taken by the survivors. Men 
are generally unwilling to admit the fact of the 
excessive mortality of their trade. They will hardly 



450 The Scourges of Humanity. 

admit that they labor under a disorder until con- 
sumption is established, and its effects apparent to 
every observer. To the physician's inquiry all the 
workers in dusty trades will say, " We are all pretty 
healthy," and it is only by examining each work- 
man that the physician finds the deception. 

Here is the description of an eminent physician of 
the operatives of a cotton factory : " The children 
were almost universally ill-looking, small, sickly, 
etc. The men were almost as pallid and thin as 
the children. Among the women there was not a 
fresh or fine-looking individual. What a degene- 
rate race, human beings stunted, enfeebled and de- 
praved, men and women that were never to become 
aged, and children that were never to become 
healthy adults. It was a mournful spectacle." 

The cotton dust or fibre tells on the lungs ; the 
operative may continue at his work, but ails occa- 
sionally without being exactly ill ; he has an occa- 
sional attack of sickness of his respiratory organs ; 
he is weak and easily a prey to disease ; may live 
on, neither well nor ill ; is worn out at an early 
period, and sinks an old man at the age of 45 to 
50. In a cotton establishment of 1,685 spinners 
only 22 passed the age of 50, and 8 the age of 55 ! 

The same authority inspecting a flax mill, de- 
clares, that of a personnel of 1,079, 22 reached 40 
years, and but 9 lived to the age of 50 years. 



The Scourges of Humanity. 45 1 

Fourteen men, taken indiscriminately from the 
flax mill, showed on examination great impairment 
of the respiratory organs. Drawn up in line, what 
a sight ! pale, spare, emaciated, head declined, pulse 
feeble, subjects of disease advanced to a fatal issue, 
ripe for the hospital, working till they die from 
consumption ! 

Hatters, rather pale, complain of pains in the 
chest, are subject to asthma, and there are scarcely 
any old men among them. 

Millers are generally pale and sickly, and often 
asthmatic at an early age. 

Jewellers suffer in their chest, stomach, liver and 
head. An old jeweller is hardly to be found. In an 
establishment of 37 men, one had passed the age 
of 50. 

Brass founders suffer in their respiration, cough, 
have often pains in the stomach and are subject to 
morning vomiting. Few of them live to be old men. 

Masons have the bronchital membrane often in 
a state of inflammation from the stone dust, die 
frequently of consumption, and hardly ever live to 
old age. 

We might take up trade after trade and would 
find each, as carried on to-day, the destruction of 
the artisan engaged in it. Bat as the subject is 
almost endless, we must take a larger sweep. 

Arsenic, as arsenite of copperas or emerald green, 



452 The Scourges of Humanity. 

is employed in the manufacture of paper hangings, 
tinted paper, artificial flowers ; but it enters also 
into the manufacture of other pigments — in print- 
ing calico, in the manufacture of glass, rat poison- 
ing paste, not to speak of arsenic ores. Ten thou- 
sand hands in this country are engaged in these 
trades, and Dr. Guy, in his able report, states 
that out of 25 persons he examined in the artifi- 
cial flower trade, 1 1 were considerably affected by 
this virulent poison, 22 were affected with a peculiar 
rash, sickness in the morning, weakness, feverish- 
ness, dimness of the eyes, drowsiness, trembling 
and convulsions. Dr. Guy gives a striking picture 
of the development of the miserable sickness until 
death steps in, and the post-mortem examination 
reveals fearful lesions in the mucous membrane 
of the stomach and in the liver. This is a sad 
end which is often quickly reached, but the worst 
is the steady deteriorating effect this virulent poi- 
son has on ten thousands engaged in these trades 
— but we must hurry on to still blacker trades. 

Phosphorus, eating out the jawbones, makes of 
men engaged in manufactures using it such pitiful 
looking subjects, that we best turn from the sight. 

More than forty thousand artisans are exposed 
in the United States to the deteriorating effects of 
lead, a metal most inimical to the system, caus- 
ing the dropt hand, and other serious symptoms, 



The Scourges of Humanity. 453 

among which is the painter's colic, often stubborn 
and convulsing the patient with the most excru- 
ciating pains ever suffered by man. Smelteis, 
w^iitelead manufacturers, potters, painters, type 
founders, plumbers and many engaged in other 
trades, are deteriorated by constant contact with 
this metallic poison, which especially affects the 
nerves and the brain it paralyzes, and, like alcohol, 
is sure to tell on future generations. 

Quicksilver is used in many trades, and is most 
fearful in its effects upon the system, and but few 
coming in daily contact with it escape chronic poi- 
soning. The mucous mem.brane, especially of the 
gums, gets livid ; the breath, as salivation advances, 
becomes more fetid, the pulse and respiration are 
retarded, and digestion becomes irregular. As the 
mucous membrane is destroyed and the teeth fall 
out, the patient is disfigured. Mercurial tremor 
comes on, the joints pain, trembling increases, 
arms, legs, the tongue, and, finally, the facial mus- 
cles, refuse service, and the man is but a grimace 
and a mockery of himself, a pitiful sight, helpless 
misery — he cannot chew his own food. Paralysis 
takes from the man the use of one limb after an- 
other. The teeth have gone long ago, hair and 
nails follow them ; the man is all wounds, old ones 
opening, all bleeding profusely, and the poor in- 
valid perishes under hectic developments a picture 



454 



The Scourges of Humanity. 



of the most horrid misery. And the worst feature 
about all this is, that it is but the delineation of 
the sufferings and unspeakable misery befalling 
men and women in the prime of life in the dis- 
eases of many other trades. 

According to the latest observations of Hirsch, the 
average amount of phthisis was among the sick of 

21 trades without dust ..... ii.i per cent, 

with vegetable dust . . . 13.3 

" animal dust .... 20.8 

" mixed dust .... 22.6 
" mineral dust . 
*' metal dust . . 



25 
28 



Dr. Holland reports 12 needle-grinders began to 
work at their trade between their 14th and 27th 
years, and died between their 27th and 42d years — 
the 12 men together had an average life of 30 years 
and 8 months. Of 102 scissor-grinders 60 died under 
40 years. The fork-grinders die before their 35th 
year, the razor-grinders between 40 and 50. Among 
100 sick file-cutters 62.2 per cent, are phthisical, 
17.4 suffer from chronic bronchitis and 17.6 from 
pneumonia. Of 1,000 glass-makers. Dr. Hanover 
found 349 at the hospital. Such is the state of 
health among them. 

In Coster's factory, in Amsterdam, among the 
diamond setters, 

23 per cent, suffered from bleeding from the nose. 
36 " " " asthma. 



TJie Scourges of Htuiianity. 



455 



57 per cent, suffered from heart troubles and giddiness. 
73.5 " of the men were pale and haggard. 

Lead intoxication is common among the men ; 
among 90 men subjected to medical examination, 
30 showed symptoms of poisoning. These dia- 
mond workers are almost all sickly men, ailing with 
pulmonary complaints — 9 of them were advanced 
consumptives. 

Among the diamond grinders in the same factory, 

8 per cent, suffered from heart complaints. 
33.75 " " " headache. 

40 " " " asthma. 

52 " were thin and pale. 

67 " suffered from bleeding from the nose. 

The average life of the diamond-polishers was, in 
the same factory, 33.5 years, and of the diamond- 
setters 26.5 years ! 

The Report of Registration of the State of Mas- 
sachusetts shows that the average lives of the fol- 
lowing trades and professions have been in the last 
thirty years as stated : 



Farmers 


65.19 


Comb-makers . 


. 51.38 


Millers 


57.43 


Masons 


. 50.48 


Sawyers . ^ . . . 


56.67 


Butchers . . . . 


. 50.29 


Physicians 


55.08 


Tanners . . . . 


. 50.05 


Hatters 


54.55 


Cabinet-makers . 


. 48.65 


Clock & Watch-makers 


54-43 


Gunsmiths . . . 


. 48.57 


Carpenters and Joiners 


53-31 


Carriage-makers 


. 48.38 


Blacksmiths .... 


53-31 


Harness-makers 


. 48.36 


Sail-makers .... 


52.84 


Brick-makers . . 


. 47.99 


Wood-turners . . . 


52.5; 


Wool-sorters . . 


. . 47.5s 



456 



The Scourges of Humanity. 



Leather-dressers 
Laborers .... 
Musical Instrument ma- 
kers 

Tailors 

Architects .... 

Bakers 

Dress-makers (women 
Seamen .... 
Stone-cutters . . . 
Coppersmiths . . 
Silver and Goldsmiths 

Dyers 

Mechanics . . . 
Painters .... 
Weavers .... 

Artists 

Shoe-makers . . . 
Brush-makers , . 
Furnace Men . . 
Pounders .... 
Shoe-cutters . . . 
Pianoforte-makers . 
Glass-cutters . . . 
Civil Engineers . . 



47.41 
47.39 



47-32 
47-19 
47.15 
46.76 

46.49 

46.33 
46.30 
46.07 
45.46 
45.35 
45.13 
45.05 
44.65 
44.56 
44.45 
43-40 
43.05 

42.73 
42,62 

42.50 

42.39 
42.34 



Chair-makers . . . 
Engineers .... 
Musicians . . • . . 
Tinsmiths .... 
Expressmen . . . 
Nail-makers . . . 
Machinists . . . 
Jewelers .... 
Servants (women) . 
Teamsters . . . 
Book-binders . . . 
Upholsterers . . . 
Barbers .... 
Pail and Tub-makers 
Cutlers .' . . . 
Operatives . . . 
Printers .... 
Cigar-makers . . 
Engineers and Firemen 

Drivers 

Milliners .... 
Glass-blowers . . 
Plumbers . . ... 
Carvers .... 
Operatives (women) 



41.59 
41.57 

41.19 
40.96 
40.94 
40.80 
40.80 
40.29 
40.19 
40.13 

39.94 
39.78 
39.77 
39.50 
39.23 
38.92 

38.57 

38.31 
38.21 
38.16 

37.30 
37.81 
35.43 
33.84 
27.98 



How important these figures ! What losses to 
the nation and to their own families these short 
lives of the workmen of the land indicate ! While 
farmers average 65 years, workmen die in some 
trades at 35, in others at 38, 45, and hardly in any 
do they live to 55 years. It is time the public real- 
ize the ravages made among the most productive 
classes by the great scourge of preventable trade 
diseases, and stop the social slaughter that com- 



The Scourges of Humanity, 457 

promises the strength of the nation and its moral 
soundness for the sake of a few silverhngs in hand. 
Lombard has more than forty years ago directed 
attention to these statistics, which ought not to 
be taken as fixed quantities, but should lead us to 
the removal of their causes. They are not the re- 
sults of unalterable conditions. The injurious ele- 
ments of the trades can in most cases be elimi- 
nated, and in others rendered innoxious by shorter 
hours, a more hygienic life of the workmen, and 
the choice of a trade suited in every case to the 
peculiar organic condition and degree of health and 
strength of the individual. But only a close union 
between the school and the factory enables the 
workman to realize the inappreciable but constant 
action of these injurious elements, and gives him the 
power to eliminate them from the trades. A more 
substantial and hygienic living, which increases 
the power of resistance, is expensive, and is only 
within reach of a laborer well-schooled and scien- 
tifically trained in his trade, whose work is highly 
productive ; and, as for shorter hours, they, too, are 
only practicable with men, whose labor is highly 
productive and whose minds are stored with valu- 
able practical knowledge, which will occupy them 
during the cessation of active employment ; else 
their short hours prove detrimental to them in 

more than one way. 
20 



458 The Scourges of Htimaiiity. 

The geat trouble is, the Education of to day is" 
not suited for the working masses. When the 
school gave only a clerical Education, only the 
clergy availed themselves of it ; to-day, when it 
gives mostly a commercial and polished Education, 
merchants and people of leisure alone care for it. 

Give us an Education profitable for the masses 
of the people, and they will be sure to avail them- 
selves of it. 

Bring the school to bear upon the factory, and 
we shall increase the productive years of the great 
mass of the people at least 20 per cent. What 
gain to the nation and to themselves ! A longer 
life means more health, more strength, more energy, 
more thought, more virtue, more manhood, more 
labor, more wealth, more comfort, more culture, 
and more everything desirable in the family as well 
as in the state. A longer life means less sickness, 
less loss of time, less expense, less poverty, less 
orphans, less vagabondage, less crime, less police 
and jails, and less taxation and public burdens, 
and, hence, more general prosperity. 

The employment of children in factories is one 
of the great scourges of modern times ; we can 
only mention this plague without unburdening 
our mind. Four out of five children who are 
from early infancy up working in factories, die 
before they reach the age of twenty. 



The Scourges of Humanity. 459, 

The majority of children of factory people were 
found, by actual count, at schools attended by this 
class to be orphans, and by the show of the mor- 
tuary register of fifty-two deceased, forty-one only 
had attained the age of twenty-five. 

These short lives mean volumes of misery to the 
laborer as well as to his family ; they mean much 
sickness, loss of earnings, expense, impoverishment, 
pauperism and crime, and deserted orphans and 
sorrowing widowhood ; they mean national loss 
and bankruptcy ; yea, they mean injustice in a 
nation who is indifferent to such misery, and end 
in universal selfishness and dishonesty, and the 
consequent ruin of the country. 

But the facts we have adduced speak for them- 
selves, and the reader can make his own comments. 
To do justice to the subject of race deterioration 
as resulting from the innumerable diseases which 
haunt the laborer to-day, space fails us. That this 
deterioration is inevitable, we emphatically deny. 
Unite the factory and the school, labor and science, 
the worker and the thinker, and the laws of the 
intellectual order of the universe will impress them- 
selves upon labor and its relations, and every dis- 
sonance will disappear between the worker and his 
work and between labor and capital ; every force 
will become a willing tool of man, and all matter 
will become pregnant with use and beauty, and 



460 The Scourges of Humanity, 

man will be healthier, stronger and wiser, every 
one standing back to back to his brother, and 
rendering one another every help their situation 
may require. 

OUR RESOURCES AND OUR GREED. 

The revolution which gave birth to the nation, 
having lasted full seven years, thoroughly aroused 
the people's energies, employed since in exploring 
resources which have grown with the population, 
the progress in science, machinery, quick transport 
and inter-communication by steam and electricity, 
and this feverish activity has been still more inten- 
sified by the opportunities for amassing colossal 
fortunes during the late war, until, at last, every 
other motive or principle has been smothered by 
the one of acquiring wealth ; and, natural enough, 
greed for gain ended in universal disloyalty and 
distrust, and a final stand-still of trade. This pause 
brings us to our senses. 

The activities of the nation are too fully aroused 
to be repressed ; they must be directed into a chan- 
nel as noble and generous as the former was ignoble 
and selfish. The nation must be made alive to the 
peril to which universal selfishness 'exposes its past 
greatness. 

Or are we alarmists ? and is the silent potency 
of the three R's sufficient to save the world with- 



The Scourges of Humanity. 461 

out the concurrence of other social agencies ? We 
hardly think so. Popular Education has been fos- 
tered everywhere the last hundred years, still the 
statistics of the steady increase of illegitimate 
births and abandoned children the world over, 
would fill a moderate volume. Offenses in France 
have increased from 110,593 in 1846, to 171,351 in 
1853. The liberal professions, composing 2.2 per 
cent, of the entire population, form 4 per cent, of 
the criminals of France. Whilst the farmers, who 
form 53 percent, of the entire population, commit 
but 30 per cent, of the crimes, showing at once the 
decided influence of work, home and a competency, 
and the doubtful bearing of Education on crime. 

In England offenses rose from 75,859, or 4 in 
1,000, in 1857, to 105,310, or 5 in 1,000, in 1865. 
Murders and attempts at murder in France num- 
bered in 1 830-1 834 931, and increased gradually to 
1,850 in 1855-1859. 

Enough has been said on the score of this uni- 
versally-spread fiction or swindle of what is in the 
clap-trap of the day styled Education. Our present 
Education, by getting up a false pride discouraging 
manual labor and putting cunning in the place of 
physical and creative effort, aids the progress of 
crime. 

We talk about pauperism in Europe, and shut 
our eyes to the extent of the evil in our own midst. 



4^2 The Scourges of Humanity. 

Massachusetts, willing to probe the evil, gives us 
reliable statistics. It has with a population of 
1,651,912, 4,342 inmates in its poorhouses, and 
supports partially 65,988 outside poor. It counted 
in 1876, 148,933 tramps ! and making full allow- 
ances for duplications, it has, at least, 85,000 of 
this dangerous element. Massachusetts has six 
or seven large State institutions, beside 342 town 
and city poorhouses, and thousands of private 
families in which, at public expense, individuals 
are maintained ; and the poor cause to the State 
and private charities an annual outlay of $4,500,- 
000. The convicts number 4,340. Whilst the poor 
in England, 1,037,360, are I in 23 of the general 
population, and the convicts, 28,756, i in 790, our 
poor are i in 19 of population, and our criminals 
I in 380. 

There were commitments in the State of Massa- 
chusetts in 

1871-2 i 160 

1872-3 174 

1873-4 246 

In 1865 there were in the common prisons of 
the State 10,000 individuals, and 481 convicts in 
the State prison. In 1875, 20,000 were detained 
in the common prisons, and 852 were in the State 
prison. Hardly a State or country, says the State 
Report before us, in the civilized world, where 



The Scourges of Humanity. 463 

atrocious and flagrant crimes are so common as in 
educated Massachusetts: Of 415 convicts sen- 
tenced to the Charlestown State prison in 1874 
and 1875, 53 per cent, are born in Massachusetts, 
and 25 per cent, of all the convicts of 1873 came 
from its reformatories. Only ii per cent, of the 
convicts of 1876 were illiterate, which, therefore, 
was not the cause of their criminality. One of every 
364 natives of Massachusetts is a pauper, and i in 
every 546 a convict ; whilst i in every 348 foreign 
born is a pauper, and i in every 252 is a criminal. 
But here again we must direct the attention of the 
reader to the absurdity of all our statistics of pau- 
perism. We are informed one of so many natives 
or foreigners is a pauper ; in other words, is an in- 
sane, an idiot, a deserted woman, an orphan, of 
infirm mind, sick, a cripple, an old man, or a widow 
— a most meaningless assertion indeed. 

According to a more just and simple classifica- 
tion — we shall soon make clearer — we should say 
I in 100 of the population of Massachusetts is a 
defective ; i in 10 adults is a dependent poor or 
vagrant, and one-half of the entire population 
struggle against hopeless poverty. 

This is rather gloomy, but is a fact worth while 
knowing. Massachusetts has : 

Blind 2,512 

. Deaf 7,241 



4^4 The Scourges of Humamty. 

Dumb ......... 129 



Deaf-mutes , 
Idiots . , . 
Insane . . , 

Total . 



654 
1.340 
3>637 

16,513 



In 359 cases out of 420 cases of idiots, one or 
both parents departed from the normal condition 
of health. 

Epileptics, paralytics, cripples, feeble-minded and 
the like classes, will swell this sum to 25,000; and 
what must be the nature of the tree that bears 
the like fruits in such abundance ? 

The following table shows the steady increase of 
pauperism in the State of Massachusetts. There 
were relieved in 

^°73 •»..... 45^653 vagrants. 

^^74 98,236 

^^75 137,308 « " 

JS76 . 148,936 

A glance at the population of the poorhouses 
of the State of New York will dearly prove our 
position, that widespread pauperism is evidence 
of physical deterioration, which has to be met by 
means both universal and efficient. 

New York contained in its poorhouses in 1876 
2,030 homeless children. 29 deaf-mutes. 

278 " women. 4,047 insane. 

2,081 old and destitute. 580 idiots. 

795 permanently diseased. 268 epileptics. 

463 temporarily diseased. 322 paralytics. 



The Scourges of Humanity. 465 

240 crippled. 394 feeble-minded. 

17 deformed. 767 vagrant and idle. 

303 blind. 

Total . . . . . 12,614. 

The Report on Pauperism, by Charles S. Hoyt, 
Esq., throws further light on this subject, by show- 
ing that 4,273 of this number had each pauper rela- 
tives — some as far back as three generations. The 
number of pauper relatives of the paupers exam- 
ined into amounted to 14,901 ; 4,968 of these rela- 
tives were known as insane, 844 were idiots and 
8,863 inebriates. 

What a widespread deterioration this condition 
indicates, and how vast must be the means that 
shall victoriously counteract it. 

We often witness with indifference the develop- 
ment of a morbid formation, relying upon the 
remedial power of the means at our command, 
which, in truth, are almost invariably impotent. 

We try to study the problem of pauperism ; but 
systematization is the first requisite to get at the 
nature of things, and we lump together under pau- 
perism, a name that means social leprosy, a pest 
and every other thing that is loathsome — the poor 
insane, the idiot boy, the orphan, the widow, the 
sick and the man of a hundred years. 

These classes are all free from personal guilt, and 

our dealing in such a bungling manner makes the 

solution of the social problem impossible, and is as 
20* 



466 The Scourges of Humanity. 

much an insult to our own good sense as to hu- 
manity. The plain state of the case is, the wrecks 
in the poorhouses of Massachusetts, New York or 
any other State or country, are the flower and fruit ; 
the outside helpless poor — call them tramps, va- 
grants or what you please — are the branch, and the 
struggling millions, who have not yet given up all 
hope, are the veritable tree sending forth those 
branches bearing the bitter fruit. 

We must stop paying attention to the branches' 
and attend to the roots of the tree. The hundred 
thousand outside the poorhouse must themselves 
be radically diseased, to yield the ten thousand 
physically and mentally ruined inmates of our 
poorhouses, and the millions — let us not be unjust 
— they mean as nearly right as they know. We 
are republicans; let us be just toward the masses, 
the people, the hope of the nation and of the 
future ; perhaps the whole Education we give them 
is the wrong one, and we dare say this is fully half 
of the trouble. 

An increased mortality rate may be the result of 
a food supply suddenly cut short by a failure of 
crops or a financial crisis. An increase in the rate 
of insanity is evidence of a deep degeneracy, the 
work of a long series of deteriorating causes. It 
is for this reason that insanity especially must oc- 
^cupy the attention of the social student. 



The Scourges of Humanity. 467 

Dr. Charles A. Lee said before the Social Science 
Association : " Statistics abundantly show that both 
in this country and in Great Britain there is a pro- 
gressively increasing ratio of lunatics to the whole 
population, and the estimate of 45 per cent, in- 
crease here, as in England, in the last ten years is 
very probable. We know that there is an enor- 
mous and constantly increasing accumulation of 
chronic lunacy in every State in the Union, and 
that in the States which have erected the most and 
largest asylums, as New York, the number of in- 
sane in the poorhouses has not diminished, and is 
constantly increasing. Especially^ is insanity in- 
creasing in the Unit-ed States among the middle 
and lower classes." 

Of course, the increase of the 45 per cent, of in- 
sanity in so short a period is partly due to the 
preservation of the lives of the insane under their 
improved treatment ; still there is left a positively 
increased ratio of insanity sufficient to stagger the 
thoughtful student of social phenomena. 

But whoever will read the reports of the Boards 
of Charities of the various States in the Union, 
and take into consideration the increasing numbers 
of the inmates of the poorhouses and the nature 
and composition of the latter, will of necessity 
come to the conclusion of Dr. Lee. 

What wonder that the insane are in the most hu- 



468 The Scourges of Humanity. 

mane States penned up in cages like wild beasts, 
only kept less clean. Are they not, according to 
our most stupid and inhuman nomenclature, pau- 
pers ? And yet Dr. Edward Jarvis, like his prede- 
cessor, the great Pinel, says : '' Most of these unfor- 
tunates need no double doors, no bolts, no locks, but 
confidence and the encouragement of their own self- 
respect, the most important means of restoration." 
The constantly diminishing yearly increase of. 
population is another evidence either of physical 
deterioration or moral depravity. So, for instance, 
was the annual increase of population in Prussia : 

1817-1828 . . . . o , . . 1.71 per cent. 

1828-1840 ........ 1.27 

1846-1855 , 0.86 

The annual increase of population in England 
was, in 

■ 1821-1831 . 1.46 per cent. 1841-1851 . 1.35 per cent. 
1831-1841 . 1.46 " 1851-1861 . 1. 19 " 

In France the increase of population was, in 

1821-1831 . 0.67 per cent. 1841-1851 . 0.44 per cent. 
1831-1841 . 0.50 " 1851-1861 . 0.18 

And when we study our own country, the steady 
decline of the natural increase indicates a lament- 
able deterioration. The annual increase was, in 

1790-1800 . 2.89 per cent. 1820-1830 . 2.64 per cent. 
1800-1810 . 2.83 " 1830-1840 . 2.52 " 

1810-1820 . 2.74 " 1840-1850 . 2.39 " 



The Scourges of Humanity. 469 

According to Dr. Allen's statement before the 
Social Science Association, 10 per cent, of the mar- 
riages of Americans are childless ; and whilst i 
birth upon 30 of population is the natural ratio, 
the ratio of births in Massachusetts is i in 60. 

We cannot deteriorate without losing vitality 
and strength as a nation, and losing the chance of 
giving birth to thinkers and organizers and leaders 
in national greatness and goodness. 

But the great misery of the masses is the plain- 
est and most irrefutable proof of their deteriorating 
condition. 

The following official items furnished by E. Crap- 
sey, Esq., are well worth considering. There were 
in 1870 in 

Bellevue Hospital and Charity Hospital 17,190 patients. 
Hospital for Contagious Diseases . . 6,165 " 
Bureau of Relief prescribed for outdoor 

poor 16,850 

The almshouse poor 4.315 

Relieved by private agencies .... 50,000 

Dependent upon public charities . . 61,971 

Inmates of prisons and reformatories . 71,849 

Total 228,340 

m 

Reducing this number on account of duplications 
to 150,000 persons, what an army of dependents 
and what a problem for solution ! 

There is not a block of tenement houses where 



4/0 The Scourges of Humanity. 

mothers may not be found putting the morsel of 
bread they covet into the hungry mouths of cry- 
ing children ; where strong men do not starve that 
the old people may be supported. Widows are 
chummed together, who are living illustrations of 
a sisterly spirit ; they have for years worked and 
starved together ; the strongest bank in the city 
may break, but their honor and honesty, so often 
tried, make them trusted for their rent during the 
winter months, when, also, their most modest furni- 
ture travels to the pawnbroker, to come back in the 
summer season and greet the presence of these, God's 
own dear children, who starve the year through 
with a never-faltering spirit. Does any one think 
that such stories, rising into the hearing of the 
Almighty Father, do not avenge the poor by 
confounding all in one great destruction, in order 
to assert, in the inexorable ways of Providence, the 
solidarity of the race, coldly denied by us in the 
cruel treatment of a brother ? 

The steady and stubborn growth of pauperism 
proves all present attempts at preventing it rather 
efforts at mitigating it, an enterprise laudable, but 
thankless, like carrying water from the sea in a 
sieve, as the millions brought up and living as they 
are, grind out paupers by the hundred thousand, 
and swallow up all private and public means, ren- 
dering all our efforts nugatory. 



The Scourges of Humanity. 471 

We do not indulge in vagaries, and do not stand 
alone in what we blame or in what we advance. 
We insist upon work as well as study, and condemn 
the one-sided mental Education of the day, which 
ruins both the body as well as the mind, leading to 
want and misery. 

The effects of our almost exclusive attention to 
study may be partly illustrated by the following 
facts. Blindness is a great source of loss of oppor- 
tunity of self-support. The number of the blind 
in the United States is 25,ocxd and over. Con- 
genital blindness is but as i in 10 compared to the 
whole class. Whatever weakens the eyes exposes 
them to succumb to the effects of disease or exter- 
nal injury, and the short-sightedness or weakened 
condition of the eyes, due to over application to 
study, has been fully established, and ranges from 
5 per cent, in village schools, to not less than 68 
per cent, in our highest institutions. 

Of 731 collegiate scholars 296, or 40 per cent., suf- 
fered frequently headache. Of 3,564 scholars of 
public schools, 974, or 27.3 per cent., suffered more 
or less headache. In*the highest class of a college 
not less than 80 per cent, were found sufferers from 
headache. Bleeding from the nose was found in 20 
per cent. Spinal diseases were met with in 20 per 
cent., and of these 84-90 per cent, were females. 

One hundred and forty-six physicians of Massa- 



472 The Scourges of Humanity. 

chusetts have declared that our system of Educa- 
tion promotes consumption, and the writer in the 
Massachusetts Report adds to this testimony, " If 
this be not worthy of serious thought by our people 
I know of no question that can be." 

" The state," says the School Commissioner of 
Ohio, ^^ needs, for its material prosperity, a race of 
strong and healthy men and women. Widespread 
violations of hygienic laws as fostered by a vicious 
system of Education cannot be overlooked by the 
state." 

" Education lays the foundation of a large part 
of the causes of mental disorders," says Dr. Jarvis. 

" Insanity is che price of an imperfect civilization 
and an incomplete Education," says Rev. J. S. Good- 
man, School Superintendent in the State of Michigan. 

'' Our young men have a great indisposition to 
physical labor. We believe in that kind of com- 
pulsory Education that will fit a man for work and 
self-support. Of 220 convicts, in 1875, in Massa- 
chusetts, 177 were without a trade. A workman 
who labors and pays his way, though he is unable 
to read and write, is a bettlsr member of society 
than men educated who will not, or know not, how 
to earn their bread. We want more of the gospel 
of work." These words of Mr. Wright, the chief 
of the Bureau of Labor of Massachusetts, deserve 
consideration. 



The Scourges of Humanity. 473 

Richard Vaux, in an able article on crime in the 
State Report of Pennsylvania, says : " A far larger 
number of convicts have attended school than who 
never went to schools. Does, perhaps, the associ- 
ation of youths in school create an influence which 
leads to depreciate labor? This certainly would 
have to be considered." 

Nothing but the joining of industrial work with 
study secures the proper equilibrium between 
mental and physical action, and endows the future 
citizen with the power of providing honestly and 
honorably for himself and for those who have a 
claim upon his support. We insist, therefore, upon 
a more material Education, but we lay equal stress 
upon a more spiritual one than the present, and 
one founded upon the physical, moral, and in- 
dustrial relations and nature of man. 

The neglect of the physical and moral Education 
in our schools, and the perversion of the passions 
this double neglect leads to, are a great cause of 
race deterioration. Fashion,, appearances and 
sham in Education, leaving the heart and the higher 
reason empty, take the place of the more practical 
culture of the will, good sense, and human kindness. 
The state, expending millions out of the public 
treasury, has a right to insist upon an Education 
that instills in the individual, educated by the con- 
tributions of all, kindliness toward all. The state 



474 ^^^ Scourges of Humanity. 

and the government are no more interested in the 
scholarly accomplishments of the citizen than in his 
religious faith ; in the eye of the law actions alone 
have an existence, and are culpable-or meritorious, 
and hence for action the public school must train 
us, that we may live a life useful for the state and 
for ourself. 

When a German university celebrity, like Pro- 
fessor Ekhart, and a Professor Stuart, of Cambridge 
University, England, treat labor schools as a prime 
necessity of our present civilization, and such 
schools do prove a success, in France, Germany, 
Belgium, Holland, Denmark, Sweden, Austria, 
Italy and Switzerland, none is justified in saying, 
that however well such institutions may look on 
paper they are not reducible to practice. Reading 
questions from text-books, and seeing to it that 
the answers be exactly as printed, may be less 
troublesome in execution, still the world has got 
tired of words, and Education too must advance 
from words to work. 

If men make leadership in the highest depart- 
ment of human life their business, let them be 
trained for it in institutions of the severest mental 
discipline. But we do not want schools dabbling,' 
just enough in Latin and Greek to spoil a boyV 
born for the plow or the shop, without fitting him'j 
for anything else. ' y 



The .Scourges of Humanity. 47 S 

Is the demand for a moral basis of Education, 
and the preservation of the race an insanity? Is 
the enlarging of the individual consciousness to 
a universal consciousness that identifies itself with 
all mankind, past and present, not the essential 
nature of human culture, and if we are to love 
Him whom we have never seen, are we mad for 
making the demand on Education to train man up 
for the love of a brother whom he has seen ? 

The realism of the Greeks must unite in our 
Education with the moral inspiration of the East ; 
still, the latter must form the basis of the entire 
fabric of Education ; for to confess our weakness, 
we give preference to the poor, the central figure 
in the civilization of Judea; for the element of 
beauty in the .Greek world may exercise our admi- 
ration ; the poor call forth our benevolence. 

Education among the ancients was the business 
of slaves ; in the middle ages it was left to the 
Church ; in our day it is a trade. But the Educa- 
tion of the race must become a religion, and the 
state and the citizen must give it their best 
thoughts and warmest support. 

We especially insist upon orderly homes, which 
are for men and women what schools are for chil- 
dren. For we hold that the Education the family 
provides for all through life is of a higher order 
than that of the school, which is but partially 



4y6 The Scourges of Hiinginity. 

provided during a comparatively brief period of 
life. 

Home, labor, property, health, tJie family and Edu- 
cation are secured to the masses, witJi the opportunity 
of acquiring suburban dzvcllings, and with these ele- 
ments of civilizatioit the peace of society and the sta- 
bility of the government are guaranteed. 

The effects of crowding in large towns, says 
Charles Bray, are ill health, misery, drunkenness 
and degradation. Ups and downs natural to com-^ 
merce, make the operative wreckless. Waste and 
lowest licentiousness, or starvation are the alter- 
native. The disadvantages of the factory system 
may be avoided by uniting it with the culture of a 
garden patch, which a man can tend when he can- 
not sell his time to better advantage in the labor 
market. 

Our industrial system, says Sir A. Alison, brings 
to-day to the masses weakness and debasement, 
national grandeur and private degradation. Where- 
ever, as in the Jura, or the Val d'Arno, manufactur- 
ing employment is coupled with separate dwellings 
and rural residence, and the laborer can safely base 
his calculations upon something that is certain, 
there is industry and frugality, and beautiful little 
properties gratify the traveller in those delightful 
regions. On the other hand, there is not to be 
found among civilization a more dissolute or reck- 



The Scourges of Humanity, 477 

less race than the silk weavers of Lyons or Spital- 
fields, the cotton manufacturers of Rouen or Man- 
chester, or the muslin operatives of Glasgow or 
Paisley. 

The national commerce bought at the price of 
the strength, health and moral soundness of the 
masses becomes the nation's curse. The man who 
could discover a mode of combining majiufacturing 
skill with isolate^i labor and cowitry residence^ would 
do a greater service to humanity than the whole race 
of philosophers. 

Dr. Elijah Harris stated most forcibly, before the 
committee on crime, appointed by the Legislature 
of New York, that crime in the different city wards 
was always in proportion to crowding. Sing Sing, 
the House of Refuge and the like State institutions 
trace their criminal inmates and juvenile offenders 
to the worst tenement houses. Nothing but health- 
ful domiciles secured by a stringent sanitary legis- 
lation, can prevent wasting disease, pauperism and 
crime. Overcrowding, in dark and filthy tene- 
ments, wipes out all moral distinctions. Mine and 
thine lose their meaning, thieving becomes natural 
and crime habitual. Such is the statistically as- 
certained relation between crime and crowding the 
world over, and hence crime is fearfully on the 
increase among the densely packed populations of 
our growing cities. 



478 The Scourges of Humanity. 



1 



THE THREATENING DANGER. 

The future of the nation is imperiled by the 
almost universal degeneracy of the masses, who are 
sacrificed to pelf. The nation is in danger. The 
hand of Death is upon it. The enemy is among 
us. He is in the city and all over the land. Who 
is not aroused ? Who has any other care but how 
to rid the country of the common enemy of us all? 

Pauperism, crime, insanity and a general degen- 
eracy are eating up the masses, while extravagance, 
general corruption and dishonesty are rendering 
worthless the upper ten thousand. Let us save 
the nation from this greatest of foes — degeneracy. 
Let us live for our children. Let, us live for one 
another, and instead of each warring against all, 
and all against each, let each be for all, and all for 
each, and all will be well. How precious is the 
saving of but one life, how much more so the sav- 
ing of a whole nation ! No, it cannot be ; we are 
not so corrupt as to be indifferent about the nation 
and all the generations to come. 

THE DUTY OF THE NATION. 

Not wealth, but the health, strength, virtue, in- 
telligence and character of the nation must be the 
future care of the republic. The noble sentiments 
of the nation may be repressed for a while, but will 



The Scourges of Humanity. 479 

assert themselves again ; and then everybody will 
be brought up for the race and live for the race ; 
and his motto will be like Fenelon's : '^ I prefer my 
faintly to myself, 'pny country to my family, and hu- 
manity to my country!' 

THE EDUCATION THAT IS WANTED. 

Education, like the circulation of the blood, is 
life and health, when it is directed to every point 
alike ; rushing to one point it brings death to all. 

Neglect physical training, and the frail frame- 
work of humanity breaks down under its manifold 
burdens. Neglect industrial training, and the eco- 
nomical relations of man and the very foundations 
of civilized life are destroyed. Fail to exercise rea- 
son, and the light of the world is put out. Neglect 
man's moral training, and he becomes a monster. 
Train him exclusively for industry, and he becomes 
a machine. Train exclusively his moral faculties, 
and he is made a slave of habit and a zealot.. 
Train exclusively his intellect, and he is turned 
into an iceberg or heartless villain. Thus a one- 
sided Education spoils man; and makes of the in- 
tended king of the cosmos a maniac, pauper, crimi- 
nal or villain. 

To train all faculties alike and combine general 
and industrial Education, to develop early through 
science and art judgment and imagination, and do 



4^0 The Scourges of Humanity. 

this with ease, so as to make the exercise or in- 
struction a pleasure, and thus cause it to be or- 
ganically appropriated and to become spontaneous, 
automatic and hereditary, are some of the chiefest 
problems of Education. 

Our main proposition that the individual must 
be brought up for the race is supported by reason, 
nature and authority. John W. Draper says in his 
Intellectual Development of Europe, " Let man 
cast off the clog of individuality, and remember 
that he has race connections. The appearance of 
isolation presented by the individual is altogether 
illusory. Each individual man drew his life from 
another, and to another man he gives rise, losing 
in point of fact his aspect of individuality, when his 
race connections are considered. One epoch in life 
is not all life. Man cannot be separated from his 
race." Again, in his Civil Policy in America, 
*' We have not been introduced here and do not 
continue here for our own personal sake, but that 
we may share in the development of a result of a 
higher order." 

The same high authority coincides with us in 
our estimate of ancient languages, in which he sees 
neither the depositories of human knowledge nor 
instruments for mental training : " This evil .... 
was imported from England .... a remnant of 
the sixteenth century, but obsolete in this. .... 



The Scourges of Htimanity. 481 

A mastery of the game of chess improves more the 
mind than the translating of all the Greek and 
Latin authors in the world/' 

Buckle says, the natural sciences are democratic 
in thought, the classics never took notice of the 
masses, upon whom they had, therefore, no influ- 
ence, and, hence, their but partial and short-lived 
civilizations. 

The conviction is deepening that neither is the 
Pope, God, nor the king the state ; we dare to add, 
neither is the kid-gloved Greek and Latin cotery 
the nation, an appellation it in vain seeks to rob of 
the great masses of the working people. And we 
are supported in this our sentiment by the great 
philosopher and statesman, John Locke, in his 
solid work on the Human Understanding, where he 
contrasts the artificial ignorance and learned gib- 
berish of scholarly disputants and all-knowing doc- 
tors with the illiterate and condemned mechanic, 
whose name is thought a disgrace, but from whom 
we have received the improvements of the useful 
arts. 

Infant schools are a main feature in Race Euca- 
tion, but are discarded in our public school system. 
Still, J. Willm, an educator of world-wide reputa- 
tion, has said as many as thirty years ago : " The 
Education of the people will not be truly provided 
for until infant schools are established everywhere, 
21 



4S2 The Scourges of Htwianity. 

and the success of primary instruction itself cannot 
be obtained without this sacrifice." 

We insist upon country, homes, and will add to 
the many authorities already quoted, that of the 
celebrated Isaac Taylor : '' It is in the country, and 
there only, that the minds of children may be kept 
in a state of healthful activity and be made ac- 
quainted with nature without the impertinent go- 
between of books. A full half and more of all 
that ought to be learned in early life may be learned 
out of door by country-bred children, and how in- 
calculable is the advantage of such a method in 
respect both of the mind and the body." 

We insist upon scientific and industrial Educa- 
tion, which sobers us down to work for bread, and 
raiment and a little to spare. The vast generalities 
of the indefinite word-culture of our literary schools 
stimulate limitless desires and make us strive for 
the impossible. The insanity of exaggeration ren- 
ders us madmen all, and the Stock Exchange as 
well as Bedlam has to be cured of this disease, 
or we shall never return to a sound financial basis. 
W^hen the nine millions of families in the country 
will try o\\ an average to make a thousand dollars 
a year, all will be well again, but as long as each 
strives for ten times as much, all will burst and all 
will break. 

Race Education is the most complete union be^ 



The Scourges of Humanity. 483 

tween private and public interests, fronn the contest 
between which offenses rise. Solon said : " Your- 
selves will so well be convinced that obedience 
to my laws is your interest, that you will not be 
tempted to break them." 

Race Education training us to live and work for 
the race, trains us for virtue or the public good, 
and fostering in us devotion to tlie race nourishes in 
us a noble passion from wliich great deeds may 
spring. 

The school, the government and public opinion 
must educate us to work for the good of all. The 
fragmentary, finite and unreal in each must be sup- 
plemented by our living for humanity, the infinite 
and the vv^hole. Still each must remain arbiter of his 
will, and, like a statue, stand on his own pedestal. 
The straight-jacket of communism precludes all 
freedom and internal growth and individuality. It 
may, perchance, do for angels, for whom any sys- 
tem will do, because as we fancy them they can do 
without any. But it will not do for men, certainly 
not such as they are in our day — and we deal with 
the present. 

The depth or compass of every power or func- 
tion of the mind, be it that of judgment, reason, 
imagination or will, being but the sum of all former 
repetitions of the same act, is increased by contin- 
ued exercise. Goethe's dramatic faculty was formed 



484 The Scourges of Humanity. 

in the nursery by constant exercise. Lessing, when 
but a child, buried himself among a pile of books. 
And the great Linnaeus, the first organizer of the 
vegetable kingdom, was quieted in the cradle by a 
rose put into his hand. 

As energy is the one great virtue including all 
others, and man is not to be controlled by every 
fleeting fancy, but the will is to be king in him, 
Education must be as full of action as life is, and 
the young must be kept active, as action is the best 
school of energy. 

Individuality, next in importance to energy, can 
only be preserved, under a uniform system of public 
instruction, by the adaptation of schools to the va- 
riety of pursuits prevalent in the different sections 
of the country. 

The industrial virtues, formerly contracted by the 
daily example of the father working at the family 
hearth, must be inculcated to-day by the school. 

The prevention of human deterioration through 
the cultivation of health and strength, developing 
energy and individuality, does the best for that 
spontaneity so much vaunted by the ideal lovers 
of the good and the beautiful. 

The well-being of the race is no low and material- 
. istic aim ; it is the concrete of every high and no- 
ble endeavor, and gives it reality. This our age 
better bow in submission to the law of love as the 



The Scourges of Hiimanity. 485 

one embracing every other law and contingency of 
human progress and development. 

A comprehensive glance at the world of legal 
and moral offenses or at man's motives and desires, 
as hunger, thirst, gluttony, drunkenness, sensu- 
ality, lust, greed, rapacity, tyranny, corruption, ser- 
vility, meanness, pride, vanity, arrogance, prejudice, 
zeal, fanaticism, malice, hate, revenge, cruelty and 
all the frightful host of human passions, which, like 
so many disenchained brutes, threaten to lay waste 
as if it was the world itself, what are they but in- 
dividual selfishness, monopolizing the world for 
itself? 

What is all law and all government, all science 
and all religion for, but the one to restrain the 
individual in favor of the collective whole, and the 
other to enlighten us about our true position as a 
part in the great, stupendous whole, in which and 
through which alone we live and have our being. 

Must we wait until every brute of a passion has 
grown strong and untamable, and law and govern- 
ment, the keeper, step in with the red-hot iron and 
keep us at bay? Race Education trains the indi- 
vidual early to live for and in harmony with the 
race. Education must do the work of the govern- 
ment in the nursery and in the school. This is the 
very alphabet of organizing society, and if the les- 
son has to be repeated, it is not our fault. 



486 The Scourges of Humanity. 

It is time the individual be made secondary to 
the race ; it is the reverse order that gave us Cyrus, 
Alexander, Caesar, Attila, Chajrlemagne, Tamour- 
lane, Charles XII., Bonaparte and the like scourges. 
It was the same order that called forth the wars 
of the Popes for universal domination, the crusades 
and religious persecutions. Even in philosophy this 
individual selfishness has stifled the knowledge of 
the truth through the pride of system. It was the 
same individual pride, selfishness and tyranny that 
put a yoke and reins on a brother and called him 
a slave, a word at which the heavens wrapt them- 
selves in mourning. 

And to this day what is it that thwarts the in- 
tentions of the best-designed institutions, makes 
prisons hot-beds of scrofula, phthisis, madness, vice 
and crime, and insane asylums and poor-houses the 
scenes of shocldng barbarity but even this same 
disregard for the race that stifles philanthropy? 

We do not pity the sufferer, be he poor, insane 
or criminal, but even stoop to- coin fortunes from 
the miseries of such men, which makes us the poor- 
est of them all. Yes, only too often our charities 
are a mockery of the very miseries for the relief of 
which they are intended. Or does any one expect 
jailors and waiters to act up to human considera- 
tions to which legislators are strangers, as our penal 
legislation proves them to be ? 



I 

I 



The Scourges of Humanity. 487 

There is but one sovereign law of human life and 
action, and this law, as is in the nature of the case, 
must be the sovereign law of Education, and the one 
great universal remedy, or rather preventive of every 
hiwtan ill, and this laiv and remedy is to live and act 
for the race. The Education of the race brings us 
daily nearer the fulfilment of this lazv, which is and 
must be the basis of the Educatio7t of the individual, 
as it is the basis of the Education of the race. 

The Education of the individual and that of hu- 
manity in the great drama of the world's history- 
must become one in aim and purpose. Social sci- 
ence, hygiene and Education must become one 
and inseparable, and the redemption of the race 
can only be achieved through the combined work 
of them all. 

Rousseau first taught the educator the necessity 
of studying the child ; may we say, it was our hum- 
ble endeavor in this essay to show the necessity of 
making a thorough and faithful study of the nor- 
mal and abnormal conditions of society, of which 
the child forms an integral part, and without a 
perfect knowledge of which the Education of a 
societory being is impossible? 

A vigorous employment of the mind exercises 
all its faculties, and, hence, earnest students have in 
all ages made equal progress with all methods, as 
well as in the absence of any. The knowledge of 



1 



488 The Scourges of Humanity. 

the laws of the mind is as beautiful as that of the 
stars and as merely contemplative in many of its 
results. Still, psychology has its golden applica- 
tions in Education. 

But as the social relations of man are entirely 
artificial, arbitrary and depending on his will, he 
cannot, in the absence of the physiological and 
pathological knowledge of society, but blunder and 
suffer social deterioration, which ends in physical 
degeneracy and moral depravity; and thus an ac- 
quaintance of teachers and parents with the struc- 
ture of society will appear, to men who have to deal 
with the many miseries of mankind, of vastly more 
practical significance than a theoretical mapping 
out of the faculties of the human mind. 

Race Education, or Hereditary Culture, the high- 
est induction of all past educational thought and 
experience, embracing the whole of humanity, in- 
creases the physical power and moral tone of the 
race, for where the highest, broadest and deepest 
humanity is, there is God, as devotion to mankind 
is devotion to God. 

THE END. 



INDEX. 



PAGE 

Abandoned children 447 

Abdominal diseases 42 

Abortion . . 447 

Accidental diseases 141 

Achilles 325 

Achievements of science 313 

Activity of the body gives energy 

to the mind 300 

Adulation of antiquity a degrada- 
tion of modern civilization . . 328 
Adult mortality in country and city 
in various European states 

compared .. 410 

Advantage of early moral training. 141 

^schylus .... 326 

Esthetic system of Education 125 

Agamemnon 325 

Age of the mechanic arts, . . . 186, 187 

Agesilaus, King of Sparta 283 

Agriculture 183, 189 

Agricultural colleges 166,169 

Productions 204 

Agriculturists and operatives, lung 

diseases among 42 

Aim of Education 121, 122, 151 

Aim of the teacher 102, 103 

Aimless routine • 303 

Alabama, manual labor schools in. 180 

A Icestis 326 

Alcoiiolism, physical and moral ef- 
fects of 427, 428 

Algebra.. 194 

Alison, Sir A 476 

Allen, Dr 469 

Altruistic spirit 87, 120 

Altruism must become hereditary. 338 

America, deterioration in 9i 10 

American cities, growth of 412 

Culture 309 

Ancient civilization too repugnant 

in substance to be admired. . 316 
Ancients, Education among the . . 425 
Andover Seminary, manual labor at 177 

Anglo -Saxon 329 

Apricots introduced 197 

Appropriation for primary instruc- 
tion in France under the Res- 
taura ion, under the German 
rule in Elsace and in Eng- 
land in 1841 and 1872 260 

Approval of our own conscience . . 302 
Arabic and Sanscrit trifles 310, 315 



PAGE 

Arago, Frangois 76 

Architects, average life of 456 

Ariosto 73 

Aristophanes 73 

Aristocracy of France and England 

dying out 119 

Aristotle 74, 93, 121, 123, 219, 266 

Arkroid, the model employer 389 

Arkwright, carding machinery of. . 201 

Arnold, Matthew .... 320 

Arrow and the bow, first imple- 
ments. . 188 

Arsenic, its effects upon artisans . . 

42, 451, 452 

Artichoke introduced 197 

Art and industry, integral parts of 

a common Education 8i 

Artists, rate of unfitness for mili- 
tary service 229 

Ashton, a model workmen-town. . . 

388, 389 

Assyria 69 

Athens, number of hands engaged 

in grinding flour 201 

Augustus sentencing a Senator to 
death for engaging in manu- 
facture 214 

Austria, schools of art and indus- 
try in 166 

Suicides among the civilians and 

in the army of 226 

Defeat at Sadowa of 259 

Average life of children working in 

weaveries .' . . . 230 

Operatives in French cities 362 

The population of Rhode Island, 
and of Providence, its largest 

town 409 

Country and city 409, 411 

B. 

Bach, a family of musicians 73 

Bacon, Francis 

12, 94, 153, 198, 211, 332, 419 

Roger 198 

Bakers, average life of 456 

Baldness, hereditary 70 

Baltimore . . 3S2, 412 

Barbers, average life of 456 

Battering-ram first used 191 

Bavaria, infant mortality . 19 

(489) 



490 



Index. 






Bavaria, schools of art and in- 
dustry in 166 

Illegitimate births _ 364 

Hospital cases of syphilis on the 

increase 442 

Basedow, J. B 96, 146 

Beale, Dr. L. J 141, 404 

Beaucourt, a workmen-town 38S 

Beer-house collection, a former 

mode of school revenue 252 

Belgium, increase of insanity in . . . 25 
Industrial and technical schools 

in 159, 161, 166 

Building societies in .. ^ 389 

Adult and infant mortality, mar- 
riage and fertility of illegiti- 
mate births in 410 

Benefit of clergy 193 

Benniston de Chateauneuf, con- 
sumption in the different 

trades 43 

Berlin, increase of insanity in . . . . 26 
Rate of consumption among arti- 
sans 43 

Mortality in the poorhouses . . .. 226 
Increasing rate of suicide and a 
comparison of the same with 

that in rural districts 233 

First high school . . 342 

Rate of venereal cases among 

artisans 442 

Bei-mudas, mortality of the troops. 225 
Bernonilli, famous mathematician. 74 

Pesan9on industrial school 159 

Eerzelius, J. J 127 

Birmingham, deterioration of the 

workmen x() 

Schools of art 163 

Workmen's homes . . 303 

Birth rate, general, and in Massa- 

- chusetts 469 

Jjlaikie, Rev. Wm. G., the condi- 
tion of the people and their 

homes 392-394 

Blacksmiths, average life of 455 

Blindness, causes of 37 

In Europe, Asia, and America. . 37 

Source of poverty 471 

Blood-poisoning at school ... 127,128 
Boeotians, their contempt for com- 
merce . 214 

Books often a hindrance in Edu- 
cation.. ... 13'^ 

Their scarcity in former ages . . . 193 
Bookbinders, consumption among. 44 

Average life of. 456 

Boots and shoes, value of, in the 

last census 204 

Boston, increase of mortality rate in 20 

Kindergarten 1^7 

Infant schools , 139 

Drawing in the common schools. 276 
R ate of commercial success .... 342 

Condition of tenements 379-382 

Brace, Charles L 263 

Growth of 412 



Brain growing to its habitual ac- 

ti I'ity 72 

Diseases among criminals 31 

Bray, Charles , . .. 476 

Bread, history of 190 

Rarity of, in England 200 

Brick makers, average life of 455 

Bristol (England) trade school 164 

College (Pennsylvania), manual 

labor at 179 

British army and navy, syphilis in 

the 441 

Brooklyn, common schools 128 

Female Employment Society . . . 277 
Brougham, Lord, importance of in- 
fant schools 135 

" The schoolmaster is abroad " . 149 
Importance of economical infor- 
mation 151 

Dangers of public ignorance .... 254 
Personally engaged in manual 

labor "273 

His life-long labors and character 
better calculated'to influence 
our youths than Roman brig- 
ands 327 

Bruce, Thompson, hereditary crime 29 

Brunehaut, Queen, atrocity. 243 

Brush makers, average life of. . . . 456 
Buckle, Thomas, uncertain about 

hereditary mental faculties.. 73 
Effect of industry on the mind.. 216 
Science democratic in thought.. 481 
Buret, E., influence of squalid 

homes on children 395 

Burning the straw to get the wheat 189 
Burns, Prof. J. W., of Philadelphia, 

on industrial Education. ... 158 

Butchers, average life of 455 

Byzantine empire 69 



CABANts, muscular activity lessens 

nervous excitement 283 

Cabbage, carrot, turnip and other 

edible roots introduced 200 

Cabinet makers, rate of military 

unfitness 229 

Average life of . . ._. 455 

Making, Lane Seminary 179 

Caesar 324, 327, 328 

Calico printers, rate of consump- 
tion 44 

Campbell, Dr., examination of the 

brain of criminals 33 

Canzow, Dr., spotted fever among 

workmen 400 

Carpenters, average life. 455 

Carriage makers, average life 456 

Care\, Henry C 3 '-3 

Carthage. .. 69 

Carvers, average life 456 

Cashmere goat introduced 220 

Cassini, the astronomer. , 74 



Index. 



491 



Cataract, hereditary 70 

Cato 272 

Cave fishes, structure growing to 

habit and surroundings 70 

Cellars and their occupants 

, ^ , ^ 365, 377< 378 
Central College of Arts and Manu- 
factures in Paris 273 

Cereals and civilization 195 

Ceylon, mortality of the troops .. . 225 
Chadwick, diffusion of useful in- 
formation 151 

Long school hours a uselcj-.d tax 

upon children 371 

Chair makers, average life 456 

Chaldeans.. 195 

Chalmers, Rev. Thomas, necessi- 
ty of spreading economical 

knowledge 151 

Channing, Wm. E., the tenements 

♦■ of the poor 397, 398 

Charlemagne, his illiteracy 193 

Chemical manipulations 198 

Cherry trees introduced 197 

Chicago 412 

Childhood, fixing early the atten- 
tion of 141, 142 

Early arrest of its faculties .. 16 
Its ages and phases of Education 66 

Sacredness of. ... 303 

Chinese tradition of the invention 

of fire 188 

Used for transporting freight like 

animals 198 

Symbols ... 193 

Their intellectual culture and 

conservatism 284 

Cholera in tenement and privat 

houses 243, 376 

Proportion of, among the higher 

and lower classes 402 

Deaths compared with density 

of population 408 

Cicero, how treated by Antonius' 

wife 224 

Consulting mice and chickens . . 328 

Cigar makers, average life 456 

Cincinnatus 272 

Ciphers, their invention ... . . 194 

Ciphering and spelling no security 

against misery and crime . . . 104 
Cities breed moral, social, economi- 
cal and political pests . . 340, 341 
Unite all elements of human de- 
terioration 349 

City and country represent prog- 
ress and stability . ._. 350, 351 

Civil engineers, average life 456 

Civilians, their mortality rate 224 

Civilization of the Greeks 12 

And insanity 28 

Stages of ICO 

Deterioration 119-124 

Antedates religion, poetry and 

philosophy 186 

And the cereals 189 



Civilization created and preserved 

by the mechanic arts 158 

Must protect us against deterio 

rating conditions 229 

Its definition 237 

Clock makers and watch makers, 

average life 455 

Clothaire, king of the Franks, his 

cruelty 423 

Clothing, its history 190, 191 

Clothiers' goods, value of 204 

Coaches introduced 196 

Cock-fighting in the schoolroom 

for raising school funds. .252, 253 

Coffee introduced 196 

Colbert 47 

Coleridge, Sir J., fate of the work- 
men 392 

CoUigny 74 

Colleges sending out men full of 

speeches 136, 273 

Collegiate teaching 140 

Combe, George, causes of drunken- 
ness 431 

Comenius the forerunner of Pesta- 

lozzi 96, 305 

Commerce exploring the seas 203 

Unscrupulous 416 

Competition and association alike 

necessary 239 

Compulsory industrial Education. 153 
Common schools in the United 

States 251 

The property of 251, 252 

Communism destructive of liberty 

59, 483 
Does not solve the problem. ._. . 344 
Condition calling for industrial 

schools 159 

Congenital deformity. 70 

Consumption and deterioration ... 42 
In different trades and generally 

43, 44 

In country and city 406 

Promoted in schools 471, 472 

Cooper, Peter 276 

Institute 277 

Copenhagen 43, 429 

Rate of suicide compared with 

rural districts 223 

Coppersmiths, average life 456 

Cornell University and industrial 

Education. 277 

Corrupt blood produces corrupt 

morals and institutions 339 

Cost of crime 261, 262 

Cost of technical Education 160 

Cotton manufacture 201-204 

Operatives, their ailments and 

early decay _ 450 

Country and town population, pro- 
portion of 411 

Homes bring health, energy, 

peace and good-will 341, 34a 

Surplus of births over deaths in 

and city 407 



492 



Index. 



Country homes a security against 

lack of employment 475 

Homes bring induMry and fru- 
gality, and are the great de- 
sideratum 476 

Course of the Government School 
of Design at the Somerset 

House ■ . 163 

Cowardice, fraud, brutality and 
murder in Homer still a text- 
book ..._. 3251 326 

Cramming system of Education . . . 

125-1^5 

Crassus 327 

Cretins, where located and causes 

producing them dd 

Creusot Industrial School. . . 159-161 
Crime, past and present, habitual 

and incidental 30 

Pauperism and insanity reverting 

into each other 34 

Increase of 35, 36, 461-463 

Among scholars and farmers. . . . 461 

And crowding 404, 477 

Legislative committee on 477 

Criminals, mental condition ... 30,31 
Post-mortem examination .... 30, 33 
Not lessened by common Edu- 
cation . . . . ._ 461-463 

Critics, but not artists, are fostered 

by our system of Education. 156 
Crompton's mule introduced. . 201 

Crowded schools 127, 128 

Cultivation of the heart and intel- 
lectual improvement 301 

Of the hand, eye and imagination 301 
Of a garden plot promotes the 

well-being of the family 350 

Culture ..... 122 

Of mind in infancy 141, 145 

Cumberland College, manual labor 177 

Currant shrub 197 

Cutlers, average life . . 456 

Cutting grain with rib-bones 198 



D. 

Damask rose 197 

Darwin . 70-72, 74 

Darwinian would-be reformers. 241, 242 

Davy, Sir Humphrey 127 

Dante 287, 321 

Day laborers, death rate from con- 
sumption 44 

Dayton (O.) Manual Labor School 178 

Deaf-mutism, causes of 37, 38 

Deceptiveness of averages of mor- 
tality rates 404, 405 

Defective teeth hereditary , . . 70 

Defectiveness 37, 38, 463-465 

A public burden 63-64, 103 

In Massachusetts 463, 464 

Defective nutrition and vicious sen- 
sations . . . 126 

De Fellenberg 146 



Demosthenes ._ 82 ' 

Denmark, adult and infant mortal- 
ity, fertility and illegitimate 

births 410 

Delirium tremens 427-429 

Density of population of New York 

and London 373 

Of population, rent, illegitimate 
births and mortality of great 

cities _. 373 

Of country and city, and their 

mortality 407, 408 

Descartes 153 

Despine, morbid psychology 70 

Deterioration, 14-18 

Or rising mortality rates 22-29 

Or rising insanity rates 29-38 

Or blindness and deaf-mutism. 38, 39 

And military unfitness 39-41 

And consumption 42-44 

And Scrofula 45* 

A picture of 48 

Of factory population. 41, 42, 228-231 

And pauperism 49-58 

From wars and standing armies. 

222-226, 448 
In public institutions and prisons 

226, 227, 448, 486 
And crowded dwellings. ... 348-423 

And drunkenness 424-431 

And syphilis 437-448 

And trade diseases 449-459 

And the national existence 

... . 459i 469, 478 

And civilization 119 

Only met by a race ameliorating 

Education. 119,120 

Proceeding from mental and 

moral causes 346, 347 

And decreasing fertility 468, 469 

Deteriorated tribes. 64, 65 

Diamond-setters and grinders. 454, 4.55 
Diseases, political aspect of . . .236, 237 

Division of labor 111,112 

Dix, Miss, insanity among convicts 34 
Doing the right, and be at rest . . . 301 
Dolfos, Jean, the model employer. 388 

Domestic duties of women 115 

Animals. 188 

Domestics, rates of military unfit- 
ness 229 

Donaldson Manual Labor School. . 178 

Draining.... 182 

School 166 

Draper, John W. . 99, 480 

Drawing, geometric and science ap- 
plied 156 

Drunkenness, prostitution, scrof- 
ula, phthisis, zymotic dis- 
eases, insanity, suicide and 
death in proportion to popu- 
lation 404 

Hereditary, as dipsomania, idi- 
ocy, suicide, insanity or 

crime 424-427 

Its causes 431-437 



Index. 



493 



Dust trades, rate of phthisis 454 

Dry grinders 44 

Dryden 127 

Dutch, the, in Amboyna 244 

Dyers, average life 456 



E. 



Early arrest of intellectual facul- 
ties of the deteriorated chil- 
dren of poor laborers 16 

Mental training 142 

Eastern Penitentiary of Pennsyl- 
vania 158 

War, and its barbarity 158 

Eaton, John, Commissioner of 

Education 158, T6g, 170 

Education among the ancients 9 

Must become religion 475 

Different standpoints 13 

And trade poisonmg 42 

A natural function 64 

The evolutions of 67 

The three ages of. 67 

And heredity 69 

The various forms of government 6g 

Hereditary tendencies 73 

The aim of 75 

Not Greek and Latin verses . 151 

Functional, hereditary and na- 
tional 75 

In the formative period 77, 78 

Heredity 78-80 

Not a trade, but a worship 88 

Defined 90 

Systems of, and their defects. . . . 

90-100, 125 

And the ethics of science 101 

A social science 105 

The foundation and purposes. .. 105 

ArKi individualism 121-124 

And insanity 129 

And social science 146-152 

Civilizing through industry 185 

Must affect the masses. . 206 

Improvement of the industries 

an important service . . . 208, 209 

In England 254-256 

In France '. . . 256,257 

Helping us to help rurselves. . . 299 
A process of unfolding . 299, 230 
Must develop the ideal and real. 300 
Fosters individuality and self- 
knowledge 302 

Must be brought under the influ- 
ence of great moderns who 
represent the genius of in- 
dustry and humanity. . . 327, 328 
Impossible in our tenement 

houses 342 

And homes 422, 423 

And drunkenness 424 

And trade diseases 458 

And mental disorders 472 



Education must unite the realism 
of the Greeks and the moral 

inspiration of.the East 475 

Among the ancients the busi- 
ness of slaves 475 

Educators must study society. 487, 4S8 

Edict of Nantes 199 

Edward III., king of England 198 

Egypt 69, 188, 193, 195 

Electra 326 

Elam, Dr 426 

Elizabeth, queen of England.. 198, 416 

Emerson, > alph Waldo 307 

Emotions, fancy, and the passions. 84 

Energy 300 

And individuality 484 

Emploj'ment of children in fac- 
tories a source of deteriora- 
tion 45, 48, 49 

End of Education ... 105 

Engel, Dr., man the highest capital 18 

England , abortion 16 

Deterioration of the work-people 

16, 17 

Mortality rates 20 

Insanity 24 

Increase of crime 35, 36, 461 

Deterioration of the factorj'^ peo- 
ple 41 

Increase of pauperism and insane 

poor 51, 430 

Infant schools 137 

Technical training 160 

Parliamentary Committee and 
Normal School of Design 

162, 163 

Civilization 196-204 

Mortality in the Crimean war. . . 225 
Foreign commerce and pauper- 

^ i-'in 353-355 

See also -.213, 276, 284, 389, 413 

Decreasing fertility 468 

English Commissioners, terrible 

admissions 395 

Language, etymological study of, 

requires a life-long study. . . . 320 

Epilepsy among the poor 52 

Episcopal Orphan Home in Brook- 
lyn 277 

Epochs of labor 212 

Eras of civilization 269 

Erasmus 196, 307 

Eschylus 82, 326 

Eternal laws of mind 303 

Euripides 326 

Europe, defectives and criminals.. 49 

General increase of suicide 233 

Schools of industry 275 

Evening studies 131 

Evolution of Education 67, 117 

Exercise of the senses 134 

Excess of Sensibility 131 

Expensive governments call for in- 
dustrial Education 160 

Expensiveness of living in cities .. 

355-357 



494 



Index. 



Eye diseases of operatives and the 

rural population 41 



Factories 112, 115, 119 

Factory population 4I1 42 

Laborers die out in three gener- 
ations 119,395 

Laws 145, 237 

Fallacy of our illiteracy statistics. . 264 
Farmers exchanged labor for Edu- 
cation 170, 171 

Average life 455 

Rate of unfitness for military 

service 220 

Rate of suicide . 233 

Fentale criminality and human de- 
terioration . 37 

Fenelon 75, 479 

Farr, Dr 401 

Fawcett, Prof. 423 

Ferocity of the slave system 215 

Fertility of marriage in country 
and city in various European 

states 410 

Fichte on Education 37, 273 

Financial fiction 268 

Crisis, lesson of. 266-269 

File cutters, consumption 454 

Fine arts 209 

Fire, traditions of the first use 18S 

Fisk, Dr., President of the Wes- 
leyan College, on union of 
manual labor and Education 175 

First food 1S8 

School Superintendent in the 

State of New York 251 

Parliamentary act for Education 254 

Schools of design 255 

Flax mill operatives and their de- 
crepitude 450, 451 

Flanders 197,207 

Forentine republic 213 

Foreign commerce and its dangers 353 

Trade of the world 205 

Fork grinders, average life 454 

Formalism 331? 398 

Founders, average life 456 

France, manufacturing population. 17 

Infant mortality 20 

Insanity 25 

Increase of crime 35, 461 

Unfitness for military service. . 39, 40 

Condition of. 48 

Public misery 54 

Infants in public halls 137 

Industrial schools 159 

School of Art and Industry. 165, 166 

Latin the official language 193 

Greatness of, founded on indusry 213 
Deterioration, following the Na- 
poleonic wars 223 

Mortality in Algeria of the sol- 
diers 225 



France, mortality in the great Rus- 
sian campaign of the soldiers 225 

Suicide increasing 232 

Rate of suicide 233, 284, 439 

Education 256, 257 

Decreasing fertility 468 

Franke, Herrman 146, 305 

Franklin, Benjamin 75, 332 

Frobel moved by the misery of the 

masses 136 

FrobePs games 140 

Freedom and manhood impossible 

without property 352 

Ful via, savagery of 243 

Furnace men, average life 456 

Furniture 199 



Gall, Dr., believed in hereditary 

improved aptitudes 73 

Galton sees degenerating causes at 

work 23, 70 

Gauls, savage in war 243 

General paralysis increasing. . . . 26, 27 
Geneva, rate of suicide in, com- 
pared with that of the coun- 

^ . try ......... 233 

Genius of Greek civilization . . 306, 307 

Georgia, manual labor school 176 

Gerando callsl abor the great edu- 
cator _. 274 

Germany cultivates gymnastics . . . 132 

Industrial schools 159 

Latin the official language. . 193, 196 

Manufacture 199,213 

Rate of suicide 233 

Geometry, b'cience of color and 
form and technic knowledge 
our schools must spread. . 182-188 
Gibbon, not made by the school . . 127 

Extols the mechanic arts 187 

Girard College, a model industrial 

institution 277, 278 

Girdleston, Rev. Canon, duty of . 
the clergy to the working 

masses 395, 396 

Gladstone would see women with- 
drawn from the factory ..... it2 

Glass and windows 198, 199 

Makers, average life 454 

Works in the United States. . . . 204 
Glascow, want of proper homes ... 368 
Glaucos, of Chios, first smelter of 

iron 196 

Gloom and depression in child- 
hood, miserable effect of . . . 144 

Goldsmith dull in his youth 127 

Gordian knot 192 

Gotham Court a representative of 

the tenement house tribe 374, 375 
Goethe says, our educators make 

bags full of words. 91 

His own training in childhood.. 483 
Goths 243 



4l 



Index. 



495 



Government of children by bur- 
dened mothers 138 

Governor of Pennsylvania in his 
message on manual labor 

schools ". 176 

Of Georgia officially refers to the 

same subject 176 

Graces and virtues fostered by neat 

homes 398 

Grammar, spelling, arithmetic and 
a little geography too dearly 

paid for 182, 283 

Granville, manual labor school. . . . 178 
Great educators are lovers of the 

race 146, 147 

Industries, disadvantages of 

206, 476, 477 

Greece, the decay of. . . . 6g 

Excelled in philosophy, still 

lacked in humanity 250 

And Rome full of barbarity 323 

Greek grammar does not give us 
the' Greek nature, this re- 
quires Greek training 

292, 2Q3, 307, 30S 

And Latin schools improved upon 167 

Greeks 188, 219, 242, 284 

Immaculate nature 321 

Greeley, Horace, on labor Educa- 
tion.. 273 

Greenhow, Dr 405, 406 

Gregory, the mathematician 74. 

Griesinger on insanity and misery 23 
Growth of scientific and industrial 

schools in America 167 

GuebwiUer, a workmen-town 388 

Guise, Dukes of 74 

Gunpowder and firearms intro- 
duced 198 

Gustavus Adolphus. 74 

Guyot ." 318 

Guy, Dr. Wm., thirty years record 

of the Millbank Prison 32 

Gymnastics 81, 129, 131 



Habit and heredity 76 

Habits and structure 70, 71 

Haddenfield. manual labor school. 176 
Hale, Rev. Edward, Boston, home 

for the workman 379 

Half-time schools wanted . . . . 270, 271 

Hanley, school of art 163 

Hanover, adult and infant mortal- 
ity, fertility and illegitimate 

births . . . 410 

Hansa, the greatness of, purely 

the work of industry .. . 207,213 
Hargreives, spinning jenny intro- 
duced 201 

Harmonious development not ex- 
pressive of the end of Edu- 
cation 125 

Harness makers, average life 455 



Harris, Dr. Ellsha, crime, pauper- 
ism, insanity congenital.. 34, 477 
Prof., of the Medical Institute of 
Philadelphia, on study and 
manual labor 157 

Hatters, condition and average life 

451 1 455 
Headache contracted in schools. . . 471 
Health the first condition of suc- 
cess 131 

Of young people in spinneries. . . 230 
And well-being, but not litera- 
ture, the end 118 

Hebrew Orphan Asylum, combin- 
ing Education and industry. 277 
Hecker, J. J., organizing the first 

real or high school 305" 

Hector 325 

Hecuba 326 

Henry VIII., but few chimneys 

and a log for a pillow . . . 197, 200 
Henry the Great, king of France, 
founder of the industry of 

France 199 

Henry, Prof. Joseph 423 

Hereditary affected criminals 34 

Consumption 44 

• Nature of pauperism 52, 465, 466 

Malformation, nervousness and 

disease 69-72 

Mental tendencies illustrated.. 73-76 

Heredity limited 72 

Must be made subservient to 

Educntion 104 

Herschel, Wm 74 

Hieroglyphics 192 

Higher law of subordination 123 

Hindostanee the inventors of our 

ciphers 194 

History of the world, is the Edu- 
cation of mankind. 185, 221, 470 
Hitchcock, Prof., of Amherst, in 

^avor of manual labor schools 175 
Holland, increase of crime in .... . 36 
Provided London with vegeta- 
bles 200 

Holland, Dr., short-lived artisans. 454 
Holstein, adult and infant mortal- 
ity, fertility and illegitimate 

births 410 

Home the first requisite of Educa- 
tion 115, 116, 348 

The school of life 475 

Labor, property, health, the fam- 
ily and Education 476 

Homes of the operatives in large 
manufacturing towns in 

France 358-360 

And wretchedness of the Eng- 
lish workmen 3 '5-369 

More crowded than ever... ... 369 

Of the working people in New 

York _ 369-379 

Of the workmen in Boston.. 379-382 
Of the work-people in other 

towns. . 382, 3S3 



496 



Index. 



Homes with garden plots owned 
by the workmen out of the 

city 383,384,476,477 

Of the poor to-day induce them 

to vagrancy and crime. . . 394, 395 
Healthy and orderly indispensa- 
ble for the elevation of the 
masses and the stability of 
government 399, 476 

Homer. . 193, 196, 287, 319, 321, 324, 325 

Horace ._ 2S7 

Hospitals, mortality rates 226 

House of Representatives of Penn- 
sylvania on manual labor 
schools 172, 173 

Howard, Dr., our present Educa- 
tion increases insanity 129 

Huddersfield, school of art 163 

Huguenots carried industry to 

other countries 199 

Human exertion superseded by 
machinery, must turn to the 
cultivation of the soil and 
the race itself 343-346 

Hume, industry and enterprise. . . . 216 

Humboldt, Alex., union of labor 

and science . 158, 219, 225, 421 

Howe, Dr., drunkards and an idi- 
otic progeny 428 

Human life, not altogether a phys- 
ical process 419-423 

Hunger does not know right from 
wrong, neither can bayonets 
teach it 345 

Hunter, Dr. Thos. F. , our public 

schools propagating disease. 127 

Hunter, Dr., dwellings more than 

e\ er crowded to-day 369 

Hunting, fishing, pastoral life. ... 189 

Hygiene the basis of Race Eudca- 

tion 81 

Determines the moral disposi- 
tion. . 29S, 299 

Hj'gienic management of factories 42 
Legislation of the Jews 41 , 



Ide.'iL culture 310, 315, 316 

Ideality 312 

Idleness, Education for, swells city 

population 268 

Illegitimate births, crime and 

deaths, the harvest of. 37 

In the German states. 364 

In England 401 

And legitimate in country and 
city of various European 
states compared . . 410, 446, 449 

Illyria, venereal plague 446 

Imagination, undue cultivation of. 125 

Importation, amount of. 168 

Incendiarism, increase of 35 

India, men used as beasts of bur- 
den 189 



Indiana, manual labor schools 177 

Individual the means, the race the 

end 104 

Happiness an unworthy end .... 22 
Selfishness threatens the race. . . 485 

Usurpation and war 486 

Inductive philosophy and industry 

185,215,216 

Industrial Education 152--161 

Colleges in the United States. . 153 

Education and pauperism 161 

Progress and technical schools.. 

161, 162 
Education in the United States. 

170-184 
Spirit in normal collegep .... 147 
Education a question of life and 

death 184 

Arts _. 185 

Schools diminishing crime estab- 
lished by Brace, Charles L. . 263 

Universities 273 

Education and crime 275 

Training a bar to pauperism.... 291 
And economical Education and 

labor and capital 343 

Building societies 387,389 

Industrials, rate of suicide of 233 

Industry and materialism 153 

Degraded bj' association with 

pauper schools 155 

Raised to art 168 

And progress 205 

Compared with science 209-211 

The greatness of states 213 

And commerce 241 

And improvement and wealth 

and civilization 216-218 

Changing the face of the globe.. 

218-220 

And the modern state 220, 221 

And heredity 290 

Industries and the Education of 

the people 200, 207 

Schooling the masses 315 

Infant mortality in different states 

401, 402 
In New York tenement homes . 409 
Among the operative classes. . . . 

22, 52, 163, 365, 368 
From different diseases in city 

and country compared 404 

In city and country in different 

European states compared.. 410 

Population, proportion of 414 

Schools 85, 133-146, 358, 360 

Infanticides 37, 446 

In England 401 

In France 447 

Insane, their treatment. . 467, 468, 486 
Insanity, increase of, in variou.? 

European states 25, 26 

In Massachusetts 26 

In the United States 27, 467 

• In New York 27, 467 

And civilization 48 



Index. 



497 



Insanity among criminals in Eng- 
land 31, 32 

In Scotland 3O1 31 

In Ireland 32 

Among the poor 431,432 

And mortality in reference to de- 
terioration 466 

Instruction foreign to our pursuit. 290 
Intellectual powers, all faculties to 

be subordinate £0 144 

Iron, its history. . tgs, 196, 200, 201, 204 
Italy, the venereal plague in 439 

J. 

Jamaica, mortality of the troops.. 225 

Jarvis, Dr. Edward 468, 472 

Jean, Cretien, hereditary crime .. 75 

Jenner's great discovery 47 

Jewellers, death rate of, from con- 
sumption 44 

Average life of . 456 

Jewi', rate of mortality of. ... . 418, 419 
Juke's family, hereditary crime .. . 

75, 76, 262 
Justice and devotion to the race 

to be developed 120 

Juvenal aptly said, a healthy mind 

in a healthy body 95 

K. 

Kames, Lord, complains of the in- 
attention to the heart,.. 105, 106 

Kant on Education 96, 97 

Kay, John, invention of the fly- 
shuttle 201 

Joseph, misery of the people. 363-365 
Kentucky, manual labor schools .. 177 
Kindergarten .... 117, 118, 133-146, 278 

Knives introduced ... 196 

Knight, Charles 151 

Knowledge usurping the place of 

humanity 117, 118 

Philosophical, practical or ver- 
bal. 423 

Krupp s eighty-ton gun and our 

civilization 227, 228 

li. 

Labor debased by feudalism 199 

And saving the only sources of 

wealth 267 

The seed of all that is good . 274 

And study the conservative and 

progressive elements ... 283, 2B4 

Laborers, average life 456 

Laboulaye, Education the solution 

of the problem 91 

Lacedemonians .. . 92 

Lace-making and blindness 37 

Lake Huron, venereal plague at... 439 
Land without men, and men with- 
out land, equally worthless. . 353 



Lane Seminary, manual labor at . . 178 

Laing, Sam 3^4 

Languages, the study of, and clear, 

exact and vigorous thinking. 314 
Lapouchin, Mme. , tortured... 245, 5^4.6 
Latin, introduction of, in our com- 
mon schools 303, 304^ 310 

And Greek, the educational value 

of 203-232 

Law of life and health . 237-239 

Lead, and its effects 452, 453 

Leather, value of 204 

Dressers, average life 45^ 

Leckey, W. E. tf. 2i7i 2^8 

Lee, Dr. Charles A 4^7 

Leeds, school of art 16^ 

Leibnitz, teaching arts and trades. 95 
Le Playe, the family must own 

their hearth . . . ._ 390 

Lessing, Socrates' wisdom and 

Plato's dreams 121,483 

Lewis, Dr. Dio 281, 452, 453 

Louisville (Kentucky) 382 

Lexington (Kentucky) manual la- 
bor schools 177 

(Massachusetts) manual labor 

schools _...,.. 177 

Lieber, Francis, compulsory indus- 
try i54i 161 

Life must be sacred, or property 

will soon cease to be sacred. 416 

Light, air and exercise _. 145 

Lighting houses at the time of 

Homer 191 

Lille (France), fearful infant mor- 
tality 223, 386, 393 

Lindsley, President of Nashville 
University in favor of man- 
ual labor schools.^ 176 

Linnseus' early impressions 483 

Literary school's and insanity 129 

Literature substituted in our schools 

for life 118 

Under obligation to industry . . . 202 

Lithuania 439 

Liverpool 3651868,409 

Locke, John.. 94, 105, 272. 273, 305, 481 

Locks and keys 192 

Locomotives, transporting-power. . 195 
Lombard, consumption among ar- 
tisans 43.457 

London... 226, 279, 342, 36S, 409, 413, 

440, 441 

Times 416, 435 

Long-lived persons less numerous. 224 

Loom ... 195 

Loss of life from preventable deaths 408 

Louis XIV 195 

Lucas 70 

Lucullus, Roman rapacity 327 

Luther, the reformer of the school 

house 259 

And manual labor 273 

Lycurgus ....237,265 

Lydians coining gold and silver . . . 194 
Lyons 16, 198, 395 



498 



Index, 



M. 

Macedonia, venereal pest at 439 

Machinery 195 

Machinists, consumption among.. 44 

Average life . . 456 

Mackintosh on Education 97 

Macloid, Rev. Alexander, drunken- 
ness not voluntary 432 

Madison (Indiana), teachers' man- 
ual labor seminary . . .... 177 

Main proportion of infant popula- 
tion 414 

Man, and not scholarship, the end 

of Education 76 

Mann, ?Torace .... 130, 150 

Manchester, infant mortality 

22, 163, 365, 368 
Manual labor schools in the Uni- 
ted States , 170-184 

Labor Academy 171 

Manufacturing in rural districts . . . 353 
Marietta (Ohio), manual labor 

schools 178 

Marion College (Indiana), manual 

labor 177 

Marius 246 

Masons, consumption among, and 

average life 451,455 

Massachusetts statute laws render- 
ing industrial Education ob- 
ligatory 161 

Manual labor schools . 177 

Mortality rates in its workhouses 226 

Technical ii.ducation in. 276 

Industrial Education in, two 

hundred years ago . ... 294, 295 
Late industrial school act passed 276 
State Board of Health on the 
dwellings of the working 

people 379 

Cheap trains for work-people 

provided by the laws 391 

Proportion of mfant population. 414 

Increase of crime 462 

Defectives 463, 464 

Increase of pauperism 464 

Fertility in 469 

Maudsley, Henry ... 23, 70, 99, 427 

Maurice of Nassau 74 

Mechanics, average life 456 

Mecklenburg (Germany), venereal 

pest in 439 

Memory developing into imagina- 
tion 134 

Men can not be talked into virtue. 86 
Mental powers, cumulative growth 

of 73 

Meteorology, geologj', political 
economy and philosophy of 
history, cultivate more a 
general outlook of the mind 

than Greek and Latin 113 

Mexicans, shocking treatment by 

Spaniards 244 

Michigan, manual labor schools... 180 



Middle Ages, religious spirit of. . . . 250 

Military deficiency 

39, 40, 223, 228, 229, 410 

Mill. John Stuart 274, 337 

Millers, consumption among, and 

average life 44, 455 

Milling, the produce of, in Athens 

and Rome and to-day 201 

Milliners, average life 456 

Mills introduced 196 

Mining products 204 

Schools 166 

Milton, John 94, 287 

Miseries of the poor 469, 470 

Of operatives in towns. ..... 476, 477 

Missouri, manual labor schools . 177 

Modern and ancient literature .... 325 
Money, its introduction and effects 194 

Montaigne 94» 332 

Montesquieu, Education and gov- 
ernment 95 

Monumental buildings 220 

Morality, galla or state 107 

Morbid tendencies and their pre- 
vention 9 

Morel 15, 17, 424, 425, 426, 428 

Morgan, Dr. John E 367 

Mortality rates rising 18-22 

From consumption in different 

trades 42-44 

Effected, among other causes, by 

Jenner's invention 47 

Of the poor and favored classes. 57 

In the standing armies 224-226 

In workhouses, hospitals and 

prisons 226, 227 

Among factory children in France 362 
In the large manufacturing towns 

of England 368 

In the tenements of New York 

City _.. 371,384,385 

Under five years (see infant mor- 
tality). 
In poor and wealthy districts . . . 

402, 403 
In more and less crowded lo- 
calities . ... 402, 405 

In country and city 406 

Compared with number of popu- 
lation to the acre 411 

Of large cities compared with 

density of population 411 

Of Christians and Jews at all 

ages 419 

Of drunkards and temperate peo- 
ple at diflferent ages 429, 430 

Moses 237 

Mulberry trees introduced . ... 216 
Muhlhausen, infant mortality. .... 20 

Industrial schools 159 

Workmen-town 386-388 

MuUer, Dr. L 400 

Muscles and nerves left without an 

Education 174 

Muscular system, exercise of 131 

Museums of art and industry. . . 163, 289 



Index. 



499 



Musical instrument makers and 

musicians, average life of 456 



N. 



Nail makers, average life . ._ 456 

National Bureau of Education and 

its service 169 

Infant schools 79 

Infant schools developing a he- 
reditary national character. . 

Industrial University.. 182,183,273 
Nature, humanity, and the Infinite 

the goal of Education 300 

Nature and industry instruments 

of mental culture 325 

Nebraska, infant population 414 

Needle grinders, short life 454 

Needles introduced 200 

Neglect of physical Education .... 175 
Neison, mortality of drunkards.. . . 429 
Nervous diseases, prevalence of, 

and their prevention 131 

Netherlands, adult and infant mor- 
tality, fertility and illegiti- 
mate births 410 

Newcastle, schools of art and in- 
dustry '163 

New Education based upon nature, 

industry, and nationality... 306 
New Hampshire, manual labor 

schools 177 

New Jersey, manual labor schools . 177 

New Orleans, growth of 412 

New York, school property 59 

Pauperism and poorhouses 

61, 62, 464, 465, 469 
Cost of charities and capital in- 
vested 63, 64 

Society for promotion of manual 

labor in literary institutions. 173 
Manual labor schools.. 177, 276, 277 
Starving women . . . 279, 280, 444, 445 

Success of merchants 342 

Tenements 369-378 

Growth 412 

Influx of population 413 

Syphilis _ 442,443 

Nightingale, Miss 275 

Nobles of Venice dying out 119 

Normal school at Constance and 

its popular tone 147 

Normal Schools of Design 163 

In the United States and their 

increase . . 252 

Norwegia, increase of crime. . . 36, 428 

Venereal epidemy 439 

Norwich School of Art 163 

North Carolina Legislature, manua 

labor schools 176, 178 

Nottingham School of Art 163 

Numa 237 

Nutrition determining our passions 

and actions 86,87 



o. 

Oberlin 146,179 

Object teaching worked out by 

Pestalozzi 96 

Octavius 276 

Oersted ... 318 

Official Report of the Board of 

Health of New York. . . 369, 370 

Ohio, manual labor schools 178 

Old Testament 92 

Operatives, rate of unfitness for 

military serrice. 229 

Opium trade 415,416 

Ottawa Indians 439 

Overcrowding impairs health, en- 
ergy, and morals 417 

Over-production, and art and in- 
dustry _ _. 155 

Over-worked brains induce indi- 
gestion 143 



P.\iNTERS, death from consump- 

tii)n 44 

Suffering from lead poison . . 452, 453 

Average life of 456 

Paisley 163 

Paper introduced 197 

Pappenheimer, Dr 400 

Parents" chief care the self-support- 
ing capacity of their children. 308 
Pariahs rising amid our civilization. 85 

Paris 166, 232, 233, 342, 440 

Parker, Theodore 294, 396, 397 

Parliamentary investigation of the 

national industry 162,163 

Grant for Education ; 256 

Pauperism and its tendencies 14 

Its producing cause and treat- 
ment 49-51 

In France, Germany, England 
and Belgium, in London, 
Paris, Lille and Marseilles. 53, 54 

And Education 57 

In the State of New York and 
Massachusetts increasing... 

61, 62, 464, 465 
Made the passport to industry. . 

155. 278 
Only to be barred out by indus- 
trial training. 291 

And insanity 430, 431 

The threatening danger 478 

And crime of England and Mas- 
sachusetts. 462 

Cost of in Massachusetts 462 

Classification, cause and treat- 
ment 464, 465 

Paupers and their blood relations. 465 
Peaches ripened but imperfectly, 

formerly in Greece 219 

Peel, Sir Robert. 327, 392 

Penn's exhortation. Educate and 

labor 91, 158 



500 



Index. 



Penny trains at suitable hours for 

the work-people of London. 391 
Pennsylvania leads in manual la- 
bor schools. 171-173, 179 

First iron works in 204 

Perceplion deepens into memory 
as sensation deepens into 
perception and memory into 

imagination 134 

Period of crime reached by pro- 
longed school attendance... 270 

Persians 188 

Peruvians, their numerals 193 

Infected with smallpox by the 

Portuguese 244 

Pestalozzi, the lover of the race, 
the schoolmaster of Europe, 
and founder of the develop- 
mental system of Education. 

96, 146, 182, 259, 290, 294 
Peterboro, manual labor schools. . . 178 

Petrarch a 306 

Philadelphia. . . . 128, 171, 276, 409, 412 
Philanthropy the mark of the great 

educators 102 

Phillips, Wendell, says, our schools 
turn out the children without 
the means of earning bread. 294 

Philips on scrofula 45 

Phoenicians ..... 188 

Phosphorus, its effect on artisans.. 

42. 452 
Physical labor a fundamental con- 
dition of human existence. . . 181 
Wholesome in an age of nervous 

affections 283 

Physical energy 89 

The loss of, attended by loss of 

success 141 

Labor, indisposition to 472, 473 

Pianoforte makers, average life 456 

Pinel, diseases and political insti- 
tutions 236,468 

Plato 92, 121, 123, 153, 256, 319 

Pliny 219 

Plow and canibalism 191, 195 

PJowing with horns 189 

Plutarch 93 

Plumbers, average life 456 

Pocket watches 196 

Political economy, dangers from 

want of instruction 150,153 

Political culture better derived from 

modern authors 321 

Polytechnic schools 166 

Polytechnic Institute of-France... 261 

Pompey . 327 

Popery and Csesarism. 304 

Poorhouses and tHeir mortality 58 

Practical scientific instruction and 

industrial Education wanted. 182 
Population, decreasing ratio of in- 
crease .... 468, 469 

Practicability of industrial^ schools 

established 276-278 

Predisposition alone hereditary . 71 



Prevention of human deterioration 

no mean aim 484 

Pride, cultivation of, in the vicious 

scholar 120 

Primary Education, secondary and 
collegiate Education all ver- 
bal 289 

Department in France 256 

In Paris 256 

In Belgium ... 257 

In Prussia. . 260 

Princeton, manual labor schools.. 177 
Printers' trjiining school in Long 

Island 277 

Average life 456 

Printing 178 

Prisons, physical and moral dete- 
rioration 148,486 

Progress, importance of the ele- 
ments of, in Education 119 

Of kindergarten .... 137 

Of industrial Education 161-170 

Of civilization i55~250 

Proven9al 320 

Providence (Rhode Island), aver- 
age life 409 

Prussia, rate of mortality 19 

Suicide among its troops 226 

Increase of rate of suicide 232 

Mortality of infants and adults, 
rate of fertility and illegiti- 
mate births 410 

Public charities ._. 59 

Education ill provided for by pri- 
vate means and efforts 257 

Education must train us for ac- 
tion 475 

Institutions must promote the 

national feeling. . . 324 

Pursuit of wealth, effect of, on hu- 
man deterioration 28 



a. 

Queen Elizabeth's reception- 
room. 198 

Quick transit, the antidote to tene- 
ment houses 391 

Quicksilver, effects on work-peo- 

ple 453, 454 

R. 

Race ameliorating Education .... 14 

Deterioration and factories 14 

Deterioration and crime 29-34 

Education and pauperism 80 

Education and hereditarj^ defect- 
iveness and hygiene 80 

Education and scholastic Educa*- 

tion 81 

Education and race amelioration. 89 

Education defined . . 90 

Education and individual Educar- 

tion 100 



Index. 



501 



Race Education and physical con- 

formatio n . . . . 106 

Education, its double purpose... 108 
Education fitting woman for her 

duties 115 

Education elevating the masses. 116 
Education impresses parents with 

responsibility 122 

Education and hygiene 124-132 

Education studies temperament 
and hereditary tendencies.. 

142, 143 
Education answers all ends. 291, 292 
Education condemns our exclu- 
sively intellectual culture ; 
health, habits, industry and 
the prevention of pauperism 

are in its scope 295-298 

Education for living in harmony 

with the race 485 

Improvement requires industrial 

Education 152 

Railroads in the United States 205 

Rawlinson, crowding and suburban 

villages 417 

Ray, Dr., our future mothers 129 

Reading and writing prevents nei- 
ther crime nor pauperism . . . 

263, 264 

Recommittals of prisoners S^i 37 

Recruits, physical condition of, in 

city and country 40, 410 

Reforms must be content with 

small beginnings 258, 259 

Religion thrown away on men per- 
ishing in pestilential homes. 392 
Religious men, dissatisfaction of, 

with men of science no 

Renan on Education 91, 423 

Reuchlin ... 306 

Revolution becoming unavoidable. 114 
Not put down with the bayonet. 

240, 241 
Rhode Island, average life in town 

and city 409 

Richter, Friedrich 272 

Rochelle, schools of art 166 

Romanism, how to be met 311 

Romans had model mothers.. 113,284 
Rome . . . 69, 201, 202, 243, 246, 250, 438 

Rouen, Schools of Art 166 

Roumania, venereal epidemy 439 

Rousseau, the study of the child by 

the educator 96 

Civilization the mother of our 

woes 120 

Royal Commission on Education 

on classical Education . . 328-330 

Philanthropy 56 

P.udolphus, the Emperor 193 

Rush, Dr., on work and study . 175 
Russian soldiers spreading venereal 

diseases 439 

Army, mortality of, in peace and 

the camp 225 



s. 

Sacredness of childhood 303 

Sail makers 455 

Salford, cellar population and mor- 
tality _ 365, 368 

Sanctity of human life 248, '.Mg 

Sanger, Dr ._ 442, 444 

Sanitary legislation must stop hu- 
man poisoning 383 

Sanscrit 310, 315, 320 

Saracens, experimental science. . . . 19S 
Saxony, schools of art and industry 166 
Increasing unfitness for the serv- 
ice in, and suicide among the 
civilians and in the army . . . 226 
Adult and infant mortality, and 
fertility and illegitimate 

births 364, 410 

Scarlatina and blindness 37 

Scholastic Education 82 

Tattooing 85 

School property of New York and 

Massachusetts 59 

Histories and Metropolitan Ga- 
zette 118 

Libraries in France 257 

And our financial disasters 269 

A miniature of the world 270 

Floggings _. .. 253,254 

To develop taste for agriculture 

as well as industry 350 

Impotent without homes .. . 115,116 
Unhygienic condition of .... 126 
Must relieve us of jails and poor- 
houses, or have no right to 

exist 62, 437 

Must increase productiveness 

and cultivate justice 123 

Must change in scope with classes 

attending them 156 

Schools of art in England 162-165 

In France . . 165, 166 

For watch making, design for 
textile arts, lace, wall paper, 

furniture, etc 166 

Of industry. 167 

Have in the past little done for 

industry 207 

In cellars and garrets. _ 255 

Responsible for prostitution and 
the consequent spread of the 
pest of syphilis and human 

deterioration , 444-446 

Spoiling boys born for the plow. 474 

Science most truly religious in 

Ameliorating power of . . . ._. 183, 184 
Mingling with the trade, civiliz- 
ing the world. 186 

Raises by the increased produc- 
tiveness of the masses their 

consumption 207 

Owes much to industry 209, 221 

The means of universal culture 

and prosperity 311 



502 



Index. 



Science and industry deal with 

the present. ... 317 

Leads to work 318 

Of life and the domestic duties 

of woman -3341335 

Scissor grinders, average life 454 

Scotland, mental condition of 

criminals 30, 31 

Scrofula and blindness 37 

Scrofula and deterioration 42 

Among recruits 45 

Among the poor 45 

Reverting into consumption 45 

In the industrial departments of 

France 228 

And syphilis 437, 438 

Scylla ... 246 

Scythians, savagery 243 

Seamen, average life 456 

Seamstresses starved into prostitu- 
tion 444 

Seguin, Dr. E., physiological Edu- 
cation 291 

Sedentary invalids and manual la- 
bor schools 180 

Self-command and love of order, 
how cultivated in children . 

142, 144 

Culture a dutj"^ to others 124 

Pollution, how prevented .. 131, 132 
Observation the foundation of 
the knowledge of self and of 
mankind and all moral sci- 
ence and government. . . 332-334 

Servants, average life. 456 

Seven years' war, deteriorating ef- 
fect upon the next genera- 
tion 223 

Spread of syphilis by soldiers. . . 439 

Shaftesbury, Earl of 327 

Shakespeare 127, 287, 321 

Sheffield, schools of art 163 

Sheridan. 126 

Ships, gradual improvement 191 

Shirt makers' wages.. .... 279, 280, 281 

Shirts came into use 192 

Shoe cutters, average life ......... 456 

Binders wages 279 

Short lives, private and public mis- 
ery indicated by it 459, 460 

Sightedness promoted by schools 471 
Silk, its introduction in England.. 199 

Manufacture 198, 199 

Workers, death from consump- 
tion 44 

Silver and goldsmiths, average life 456 
Slaves teachers among the ancients 475 
Slavery the basis of ancient civili- 
zation 214,215 

Slavonic nations, rate of insanity 

and suicides. . 28, 233 

Small Antilles, mortality rates of 

the troops 225 

Smith, Adam, Industry pith of his 

Wealth of Nations 217 

Gerritt, manual labor schools ... 178 



Smith, Stephen, compulsory legis- 
lation providing cheap trains 

for the work-people 391 

Social science ..... 116, 148 

Socrates, practical wisdom silenced 
bj' Plato's dreams and Aris- 
totle's sophistry .. . 121,211,421 

Socratic method 82 

Soldiers, rate of mortality and sui- 
cide 224-226 

Solidarity of mankind 3i 4? 47° 

Solon 160, 273 

Sophocles 73, 3T9, 321, 324 

South Carolina, manual labor 

schools. 180 

Hanover College, manual labor 177 
Spain, rate of insanity and suicide. 28, 233 

Sparta's periodic slave hunt 242 

Special industrial schools 182 

Spectacles ico 

Spencer, Herbert, functions becom- 
ing structuial and hereditary.. 72 
Ciphering and spelling alone is 

not bettering the world. ... 104 
Book knowledge the smallest 
part of human experience. . 

287, 288 

Spitalfields, weavers 16, 395 

Spoons and forks 191 

Spotted fever and crowded dwell- 
ings.... .. 399i 400 

Spurzheim 91 

Spinoza 272 

St. Helena, vegetation 219 

Mortality of the troops 225 

St. Louis, Kindergarten.. . 137, 382, 412 
State prisons and tenement 

houses . . 477 

St. Paul Bay, venereal epidemy 439 

Statistics of defectiveness 64 

Steel 195 

Still births 446, 447 

Stockbridge Academy, manual la- 
bor 177 

Stockholm, illegitimate births 364 

Stockton, Hugh, health of city 

and country 408 

Stoke, schools of art 163 

Stone bridges over the Thames 

and Seine 198 

Cutters and masons suffering 
from consumption, and aver- 
age life 61, 451, 456 

Stuart, Prof, of Cambridge Uni- 
versity, in favor of industrial 

schools .. 474 

Submission to the Infinite, the 
love of m^n, the true, the 

good and the beautiful 302 

Subordination of desire to prin- 
ciple 302 

Sufifield (Connecticut), manual la- 
bor schools 176 

Suicide in the armies of different 

states 226 

Proportion and increase of, 



Index. 



503 



among the different classes 

in city and country 233 

Sully, Marshal 199 

Swansea, mortality in the different 

portions 405 

Sweden, the effects of the thirty 

years' war 223, 224, 234 

Suicides among the army ....... 226 

Pauperism, crime and V ducation 

flourishing together .... 364, 365 

Switzerland, iniant mortality 19 

Condition of recruits 40 

Consumption among different 

classes 43, 44 

Schools of art and industry .... 166 
Syphilis deteriorating mankind and 
leading to scrofula and phthi- 

^ sis_ ._ 437, 438 

Spreading as an epidemy . . . 438-440 
In London, Paris, Vienna and 
Berlin, in the British army, 

etc 440-442 

In New York City 442, 443 

In the different classes of society 444 
The work of woman's starvation 
wages and the want of in- 
dustrial Education. 444-446,447 

T. 

Tacitus 215, 324 

Tailors, death from consumption.. 44 

Average life 456 

Taine, misery driving men to the 

cup 434 

Tanners, average life 455 

Tasmanilians fed to the dogs 244 

Tasso 73 

Taxes, to find relief from grinding, 
we shall have to adopt a 
proper Education of the 

masses. 10, 63, 64, 103 

Taylor, Isaac, unhappy childhood 

makes a wrong life 144 

Country life the best school for 

children 482 

Teachers' chief study and work... 10 
Teachers drawing pauper rates. . . . 253 
Better make use of social and 
physiologlogical studies or 

jailors will have to 108 

Teaching, there is too much — not 
enough Education and no 
training at all to work. . 271, 272 

Teamsters, average life 456 

Technical Education hereditary.. 160 

Gymnastics 182 

Pursuits a general benefit, the 
philosophy of schools oft- 
en a harm, 2ir, 212 

Temperance and exercise of body 

and mind in children 144 

Tenement houses and blindness... 37 
Tenements of New York City and 

their miseries. . . 369-378 

Of Boston 376 



Tennessee, manual labor schools.. 180 

Text-books, stuffing the young 

with 82 

Thornton on mental culture 82 

Thought, sensations the elements 
of, and, hence, their impor- 
tance T34 

Thucydides 304 

Town, county, state and national 

industrial schools cSg 

Towns, births falling short of deaths 

in great 407 

Tracy, Destutt De 423 

Trade, want of a, among convicts. 

108, 472 

Diseases and their effects 41, 42 

Diseases preventible through 

Education 457, 458 

Contempt of, in Greece and 

Rome 213 

Trades and blindness 37 

Tradesmen founded towns and lib- 
erty 213 

Traditional and scientific culture.. 

155, 156 

Training for life's work the best 

Education 283 

Schools and their importance in 

infancy 134 

Tropical America, its flora 219 

Plants 219 

Tuberculosis, scrofula, etc., gener- 
ated in school rooms 

128, 471, 472 

Tylor, Edward B., every tool a 

volume 186 

Type founders, rate of consump- 
tion 44 

Typhoid fever and blindness 37 

Typhus, hunger and crowding, pre- 
disposing causes 399, 403 



TJ. 
Umbrellas 200 

Unfitness for military service 

, 39» 40, 223 
In city and country and among 

different classes 227, 228 

Union of social science and Educa- 
tion 199 

Between the school and indus- 
try 221,222,473,474 

United States, mortality from old 

age. ... 21 

Loss of capital through prevent- 
able deaths and sickness. . 21, 22 

Crime and its increase 36, 462 

Progress of kindergarten 137 

Lack of trades among criminals . . 15S 

Educational acti\ity 169,170 

Manufacture 199, 234 

Operatives, steam engines, wa- 
ter-power and great indus- 
tries 204 

Increase of insanity 467 



504 



Index. 



United States, increase of fertility 

468, 469 

The blind in the 471 

Universal culture alone hereditary. 259 
Consciousness and human cult- 
ure. 475 

Universities formerly the exclusive 

care of governments 133 

Useiiil and line arts 194 

Utensils 197 

Utilitarian philosophy the offspring 

of industry. 185, 216 



V. 

Vehrli, the founder of the model 

normal school at Constance. 147 
Vendue, its victims in the revolu- 
tionary madness 246 

Venereal epidemics 438, 439 

In the hospitals of Paris and 
London, British army and 

navy. . . 440, 441 

In the hospitals of Vienna and 

Berlin 441, 442 

In the hospitals of New York. 442, 443 

Among different classes. . . . . 444 

Agency our schools have in it 

445, 446 

Amount of, in England 447 

Vico 325 

Vienna, epilepsy among the poor.. 

52, 441 
Vild, Secretarj' of the New York 

Manual Labor Society 173 

Virgil 324 



w. 

Wabash College, manual labor . . . 177 

War means barbarism 222 

Sanctions homicide 228 

Of the masses imminent 238 

Implements 191 

Histories substituted by treaties 

on the industries 288 

Washburn, E., importance of in- 
fant Education 294,295 

Washington 91, 419 

Watts' steam engine 201 

Wealth, production of, not the aim 

of the government 392 

Weavers, condition and average 

life . 16, 456 

Well-being more civilizing than 

legions of teachers 423 

West Virginia, proportion of infant 

population 414 

Western Reserve College, manual 

labor 179 

Westminster Revieiv^ drunken- 
ness and its prevention 433 

Westphalia, venereal epidemy 439 



Wheat iSp, 190 

White, President, of Cornell Uni- 
versity 277 

White-lead workers (paiii;ers) .-. .. 

. . 42, 44, 452, 453, 456 

Wichern, Heinnch 146 

Wife and children, treatment 

among the ancients 215 

Willm, J., insufficiency of common 
schools in the absence of in- 
fant training schools 481 

Wilson, Dr., examination 460 

Heads of criminals 33 

Windows, rare articles of furniture 199 
Wines, Dr., mental condition of 

criminals 34 

Winslow, Edward, of Boston. ... 158 
Woman, a t,lave, a toy and next an 

educator 113 

Woman's work 112-115 

Wrong and ruin, an impeach- 
ment of our system of Edu- 
cation 278,282,444,445 

Wages in London, New York and 

Boston 279-282 

Wood turners and wool sorters, 

average life 455 

Woolen goods 204 

Worcester (England) trade schools 164 

(Connecticut), manual labor 176 

(Massachusetts), Institution of 

Industrial Science. 277 

Work the co-ordination of all pow- 
ers II 

And Education 60, 197, 198 

And not knowledge the end 

273, 287, 288 
Freedom, progress and virtue im- 
portant elements in life and 

Education — - 

Workhouses, mortality 226, 227 

Workmen-towns, rise and success. 

386-392 
Work-people's country homes de- 
manded alike by all interests 357 

Living in cellars 365, 366, 377 

Workshops, the vestibule to real 

knowledge 153 

Writing, history of 192, 193 

Wurtemberg, infant mortality.. 19, 275 
Illegitimate births 364 



YouMANS, Prof. Edward L 118, 330 



z. 



Zymotic diseases decimate the 
tenement house population. 

375. 376 



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